Missionary Calculus

2019 ◽  
Author(s):  
Anilkumar Belvadi
Keyword(s):  
Learning Environment ◽  
Sunday School ◽  
Detailed Account ◽  
Educational History ◽  
American Missionaries ◽  
East Indian ◽  
Sunday Schools ◽  
British Colonial ◽  
First Time ◽  
School Curricula

Missionary Calculus tells the story for the first time of the making of the Sunday school in Victorian India (1858–1901), focusing on American missionaries, its most active promoters. Unlike other mission histories, this book studies the means missionaries adopted in building this institution rather than on their evangelical ends. Based on extensive archival research, it addresses the question: How did the process of building institutions affect the Christian values to establish which they were built? The book provides a richly detailed account of Indian colonial educational history, discussing the Christian pedagogical encounter with a non-Christian learning environment. It tells of lavish missionary lifestyles in a land frequently stricken by famine, and of missionary solidarity with British colonial authorities, accompanied though by Christian caritative commitment for the plight of the colonized. Missionaries resolved these contradictions by telling their audiences that becoming Christian would lead them to prosperity, while telling themselves that they needed to work out a plan for civilizational correction. Sunday schools began to be seen as at once the instrument of evangelization as of reschooling India. American missionaries brought with them Sunday school curricula and organizational methods from back home, and tried to customize them to Indian conditions. But this meant having to compromise with hiring heathen teachers, allowing heathen students to wear their caste-marks, commissioning a heathen-style hymnody, and paying money to key people to fill the classrooms with heathens. Could such a hybrid institution be Christian? And whom could it serve? Here is an East Indian tale.

Institutional Genesis

2019 ◽  
pp. 101-123
Author(s):  
Anilkumar Belvadi
Keyword(s):  
Nineteenth Century ◽  
School Attendance ◽  
Sunday School ◽  
Educational Systems ◽  
Formal Organization ◽  
Statistical Review ◽  
American Missionaries ◽  
Government Grants ◽  
Sunday Schools ◽  
Set Up

Chapter 4 traces the logic American missionaries employed in advocating Sunday schools as a suitable answer to their problem of finding audiences for their message. Bazaar-preaching did not produce many converts. Missionaries tried to expand the notion of itinerant preaching: rather than merely present Christianity as a personal path to a secure afterlife, they attempted holding out prospects for a better standard of living for all in this world if they accepted Christianity. The responses usually were those of admiration for the material facts they presented about “Christian countries,” but accompanied by an assertive rejection of any notion of Christian causality. The recalcitrance of their ill-educated adult interlocutors frustrated missionaries and their attention thence turned to children. However, thanks to the availability of government grants-in-aid after 1854, there was increased competition in education from non-Christian groups wanting to set up government-approved secular schools. It was in this context that missionaries felt that Sunday schools, being independent of government funds, could teach Christian doctrine without fear of interference. Further, they expected thousands of non-Christians, eager for any education in English, to attend Sunday Schools, disregarding the evangelical intent of the schools’ sponsors. The India Sunday School Union was formed in 1876 following extensive pan-denominational missionary discussions on the need for a formal organization patterned after “modern” Western bureaucracies, educational systems, armies, and so forth. The chapter details the methods, including the use of advertising, small bribes, and favor-seeking with influential, Christian-minded colonial officials, by which missionaries assembled students. The chapter ends with a statistical review of Sunday school attendance in the last two decades of the nineteenth century.

scholarly journals Transforming the Learning Environment of Undergraduate Physics Laboratories to Enhance Physics Inquiry Processes

2017 ◽  
Vol 8 ◽  
Author(s):  
Gregory P. Thomas ◽  
Al Meldrum ◽  
John Beamish
Keyword(s):  
Learning Environment ◽  
Early Years ◽  
First Year ◽  
First Semester ◽  
Physics Laboratory ◽  
Physics Classes ◽  
Mixed Method Design ◽  
Physics Laboratories ◽  
First Time ◽  
Academic Year

Concerns persist regarding the lack of promotion of students’ scientific inquiry processes in undergraduate physics laboratories. The consensus in the literature is that, especially in the early years of undergraduate physics programs, students’ laboratory work is characterized by recipe type, step-by-step instructions for activities where the aim is often confirmation of an already well-established physics principle or concept. In response to evidence reflecting these concerns at their university, the authors successfully secured funding for this study. A mixed-method design was employed. In the 2011/2012 academic year baseline data were collected. A quantitative survey, the Undergraduate Physics Laboratory Learning Environment Scale (UPLLES) was developed, validated, and used to explore students’ perceptions of their physics laboratory environments. Analysis of data from the UPLLES and from interviews confirmed the concerns evident in the literature and in a previous evaluation of laboratories undertaken in 2002. To address these concerns the activities that students were to perform in the laboratory section of the course/s were re/designed to engage students in more inquiry oriented thinking and activity. In Fall 2012, the newly developed laboratory activities and tutorials, were implemented for the first time in PHYS124; a first year course. These changes were accompanied by structured training of teaching assistants and changes to the structure of the evaluation of students’ laboratory performance. At the end of that term the UPLLES was administered (n = 266) and interviews with students conducted (n = 16) to explore their perceptions of their laboratory environments. Statistically significant differences (p<.001) between the students in the PHYS 124 classes of 2011/2012 and 2012/2013 across all dimensions were found. Effect sizes of 0.82 to 1.3, between the views of students in the first semester physics classes of 2011/2012 and 2012/2013, were also calculated suggesting positive changes in the laboratory inquiry orientation. In their interviews, students confirmed and detailed these positive changes while still noting areas for future improvement.

‘Missionary Regiments for Immanuel’s Service’: Juvenile Missionary Organization in English Sunday Schools, 1841-1865

1994 ◽  
Vol 31 ◽  
pp. 391-403
Author(s):  
Brian Stanley
Keyword(s):  
Church Of England ◽  
Sunday School ◽  
East India Company ◽  
British India ◽  
Foreign Missions ◽  
Sunday Schools ◽  
Missionary Work ◽  
Missionary Societies ◽  
The Church ◽  
School Movement

Juvenile associations in aid of foreign missions made their appearance both in the Church of England and in the Nonconformist churches in the wake of the successful campaign in 1813 to modify the East India Company charter in order to open British India to evangelical missionary work. The fervour which the campaign engendered led to the formation of numerous local associations in support of the missionary societies. In some cases these associations had juvenile branches attached. However, until the 1840s children’s activity in aid of foreign missions was relatively sporadic. Children’s missionary literature was almost non-existent. Such children’s missionary activity as did take place was confined largely to the children of church and chapel congregations; before the 1840s there was little perception of the vast potential for missionary purposes of the Sunday-school movement.

The Creation of Pakistan

2017 ◽  
Author(s):  
Ayesha Jalal
Keyword(s):  
Religious Affiliation ◽  
Self Determination ◽  
Colonial Rule ◽  
Indian Territory ◽  
Identity Based ◽  
Muslim Majority ◽  
British Colonial ◽  
The Moment ◽  
Open Question ◽  
First Time

The All-India Muslim League first voiced the demand for a Muslim homeland based on India’s northwestern and northeastern provinces in March 1940. Seven years later at the moment of British decolonization in the subcontinent, Pakistan emerged on the map of the world, an anomaly in the international community of nations with its two wings separated by a thousand miles of Indian territory. Over a million people died in the violence that accompanied partition while another 14½ million moved both ways across frontiers demarcated along ostensibly religious lines for the first time in India’s six millennia history. Commonly attributed to the age-old religious divide between Hindus, Muslims, and Sikhs, the causes of Pakistan’s creation are better traced to the federal problems created in India under British colonial rule. Despite sharing a common identity based on religious affiliation, Indian Muslims were divided along regional, linguistic, class, sectarian, and ideological lines. More Muslims live in India and Bangladesh than in Pakistan today, highlighting the clear disjunction between religiously informed identities and territorial sovereignty. Mohammad Ali Jinnah, the leader of the All-India Muslim League, tried resolving the problem by claiming in 1940 that Indian Muslims were not a minority but a nation, entitled to the principle of self-determination. He envisaged a “Pakistan” based on undivided Punjab and Bengal. Since this left Muslims in the Hindu-majority provinces out of the reckoning, Jinnah left it an open question whether “Pakistan” and Hindustan would form a confederation covering the whole of India or make treaty arrangements as two separate sovereign states. In the end Jinnah was unable to achieve his larger aims and had to settle for a Pakistan based on the Muslim-majority districts of Punjab and Bengal, something he had rejected out of hand in 1944 and then again in 1946.

Revelation, then Response

2018 ◽  
Vol 15 (1) ◽  
pp. 43-61
Author(s):  
Gregory B. Long
Keyword(s):  
Curriculum Design ◽  
Sunday School ◽  
School Curriculum ◽  
Children's Ministry ◽  
Design Philosophy ◽  
Learner Centered ◽  
The Reformation ◽  
Ministry Leaders ◽  
School Curricula

Children’s ministry leaders who evaluate which curriculum to use for their Sunday school quickly discern vast differences in curriculum design philosophy. In spite of calls for integration, the debate between content-centered and learner-centered children’s Sunday school curricula has not been settled. This article examines a foundational doctrine of the Reformation, the doctrine of Sola Scriptura, in order to apply it to the design and evaluation of children’s Sunday school curricula. After briefly describing the meaning of Sola Scriptura, the article details the implications of Sola Scriptura for children’s Sunday school curriculum design. It then offers an evaluative grid for children’s ministry leaders to use when evaluating curriculum.

A Second Wave of Hopi Migration

2014 ◽  
Vol 54 (3) ◽  
pp. 356-361
Author(s):  
Matthew Sakiestewa Gilbert
Keyword(s):  
American Indian ◽  
Boarding School ◽  
Indian Education ◽  
American Indian Education ◽  
Education History ◽  
Cultural Center ◽  
Educational History ◽  
Indian Boarding School ◽  
History Of ◽  
First Time

The current issue in the History of Education Quarterly is significant for various reasons. For the first time in the journal's history, scholars from several disciplines have converged to address topics relating to the history of American Indian education. The essays challenge historians to think of research methodologies that go beyond the traditional sources of documents retrieved from archives and other depositories. This is perhaps most clearly seen in KuuNUx TeeRIt Kroupa's essay on the Arikara Cultural Center and his attempt to understand their educational history through an Arikara lens of understanding. It is also evident in Adrea Lawrence's idea of “epic learning” and her inclusion of “Native” stories and their relationship to “place” as a frame to interpret American Indian education histories. Each of these articles, including Donald Warren's piece on Native history as education history, urges historians to think more broadly on how to create Indian education narratives. However, my intention here is not to provide a comprehensive response to all three essays. Rather, I want to briefly apply key topics in each text to help enlighten my own research on Hopis and the off-reservation Indian boarding school experience, and to offer some direction on how these issues might be applied to current and future studies.

scholarly journals Hambatan Guru dan Pelayanan Sekolah Minggu di Gereja Kristen Jawa Jebres Surakarta

2019 ◽  
Vol 1 (2) ◽  
pp. 90-100
Author(s):  
Tanto Kristiono ◽  
Deo Putra Perdana
Keyword(s):  
School Teacher ◽  
Sunday School ◽  
Christian Church ◽  
School Teachers ◽  
Significance Level ◽  
School Services ◽  
Sunday Schools ◽  
Simple Regression Analysis ◽  
Church Service ◽  
The Church

Children will later continue the baton of church service. They will be responsible for the condition of the church in the future. Sunday schools are present as church institutions to prepare them to become candidates for church leaders. The Church needs people who are willing to become Sunday school teachers. The fact is that it is not easy to become a Sunday school teacher, they must understand and learn about the various competencies that must be possessed to become a good teacher and servant of God. This study was conducted to obtain empirical evidence about the effect of teacher barriers on the motivation for Sunday school services in Jebres Javanese Christian Church Surakarta. The population in this study were GKJ Jebres Surakarta Sunday school teachers, totaling 20 people. In the study used data collection techniques that are considered suitable, namely questionnaire (questionnaire). In this study, the independent variables are barriers to Sunday school teachers, while the dependent variable is the motivation of Sunday school services at GKJ Jebres Surakarta. The collected data will be analyzed using correlation test and simple regression analysis at a significance level of 5%. The results showed that there was a very strong correlation between the obstacles of Sunday school teachers and the motivation of Sunday school services in Jebres Javanese Christian Church. The results also show that the constraints of Sunday school teachers have a significant effect on the motivation of Sunday school services in Jebres Javanese Christian Church. Abstrak Anak-anak nantinya akan meneruskan tongkat estafet pelayanan gereja. Merekalah yang akan bertanggung jawab dengan kondisi gereja di masa mendatang. Sekolah minggu hadir sebagai lembaga gereja guna mempersiapkan mereka untuk menjadi calon pemimpin gereja. Gereja membutuhkan orang-orang yang bersedia menjadi guru sekolah minggu. Faktanya tidak mudah untuk menjadi seorang guru sekolah minggu, mereka harus memahami dan belajar tentang berbagai kompetensi yang harus dimiliki untuk menjadi seorang guru sekaligus pelayan Tuhan yang baik. Penelitian ini dilakukan untuk memperoleh bukti empiris tentang pengaruh hambatan-hambatan guru terhadap motivasi pelayanan sekolah minggu di Gereja Kristen Jawa Jebres Surakarta. Populasi dalam penelitian ini adalah guru-guru sekolah minggu GKJ Jebres Surakarta yang berjumlah 20 orang. Dalam penelitian digunakan tehnik pengumpulan data yang dianggap cocok, yakni angket (kuesioner). Dalam penelitian ini variabel bebasnya adalah hambatan-hambatan guru sekolah Minggu, sedangkan yang menjadi variabel terikat adalah motivasi pelayanan sekolah Minggu di GKJ Jebres Surakarta. Data yang terkumpul akan dianalisis dengan menggunakan uji korelasi dan analisis regresi sederhana pada tingkat signifikansi sebesar 5%. Hasil penelitian menunjukkan bahwa terdapat korelasi yang sangat kuat sekali antara hambatan-hambatan guru sekolah Minggu dengan motivasi pelayanan sekolah Minggu di Gereja Kristen Jawa Jebres. Hasil penelitian juga menunjukkan bahwa hambatan-hambatan guru sekolah Minggu berpengaruh signifikan terhadap motivasi pelayanan sekolah Minggu di Gereja Kristen Jawa Jebres.

scholarly journals THE METHODOLOGY OF ANALYSIS OF J. JOYCE'S NOVEL "ULISSES" (EMPHASES OF DARIA VIKONSKA)

2021 ◽  
pp. 67-75
Author(s):  
M. Moklytsia
Keyword(s):  
Research Work ◽  
The Novel ◽  
Literary Forms ◽  
Literary Process ◽  
Self Knowledge ◽  
Ethical Norms ◽  
Almost All ◽  
First Time ◽  
School Curricula

The relevance of the study is due to the need to include the novel "Ulysses" by J. Joyce in university and, if possible, school curricula in foreign literature, as well as the need for its interpretation, despite the excessive complexity of the text and difficulty of perception. It is also important to return the legacy of D. Vikonska, a writer, critic, art critic and literary critic, to modern Ukrainian culture. Research methodology: a model of analysis of the modernist novel "Ulysses", created on the basis of the research work of D. Vikonska “James Joyce. The secret of his artistic face” (1934). Scientific novelty: for the first time the analysis of the novel "Ulysses" is carried out with the broad involvement of the half-forgotten studio of D. Vikonska, which has not lost its relevance, clearly articulates the modernist nature of the work, including surreal style. The purpose of the study: to draw attention to the outstanding figure of D. Vikonska as the founder of Ukrainian Joyce studies, to include her in the modern literary process, to show with her help the significant role of Joyce's novel "Ulysses". Conclusions. The answer to the question why Joyce's novel Ulysses is considered a landmark work of modernism should be concise but convincing, based on macro- and microanalysis of the text. First of all, it is a unique example of the author's self-expression, extreme subjectivism (the whimsy of Joyce's nature), transformed into universalism. No one is as subjective as Joyce is, no one is as universal as he is. Such can only be a conscious modernist who has passed the difficult path of search outside, in the world of culture, and inside, looking into the irrational depths of his own psyche. This is the most rational, intellectual and at the same time irrational, or visionary, according to K.G. Jung, type of creativity. Second: this is the boldest (revolutionary, in the words of Vikonska) challenge to tradition (or Cultural Canon, according to K.G. Jung), which manifested itself in the ironic parody of almost all known literary forms and narrative means, many moral and ethical norms. Third: it is a brilliant example of the author's style, a variant of surrealism, which grows out of naturalism and turns into neomythologism. Joyce's style is characterized by the following features: associative metaphorical writing, author's dictionary, which includes numerous innovations, narrative reception of the flow of consciousness; use of dreams, delusions, other boundary conditions; a bizarre intertwining of past and present, when dead and living characters are equal in meaning; consistent reflection of the external in the internal and vice versa; a labyrinth of human wanderings in search of pleasures, meaning, cognition and self-knowledge. Joyce modeled the next stage in the development of culture – the transition from modernism to postmodernism, from an ironic re-reading of tradition to playing with it.

The Ceramics of Chocolá

2018 ◽  
pp. 194-223
Author(s):  
Jonathan Kaplan ◽  
Federico Paredes Umaña
Keyword(s):  
Detailed Account ◽  
Ancient City ◽  
First Time

Chapter 5 provides, in summary form, the first detailed account of Chocolá’s ceramic pottery. For the first time, the wares and figurines of the ancient city are described for the benefit of other Maya and Mesoamerican researchers. This includes a type-variety system and the first tentative ceramic sequence for the ancient city.

Carrying That Ten Thousand Dollar Lab in a Backsack

2011 ◽  
pp. 94-109
Author(s):  
Dongqing Yuan ◽  
Jiling Zhong
Keyword(s):  
Learning Environment ◽  
Open Source ◽  
Mobile Network ◽  
Cellular Phone ◽  
Detailed Account ◽  
Mobile Technologies ◽  
Ubiquitous Learning ◽  
Mobile Computer ◽  
The Past ◽  
Ubiquitous Learning Environment

In the past decade, with the development of wireless and other mobile technologies, including mobile computer, cellular phone, and GPS, educational practitioners have had the opportunity to develop a ubiquitous learning environment. This chapter provides a detailed account of developing a mobile network laboratory with a set of open source software (OSS) that allows students to conduct the labs either as an individual or as a group at anytime and anywhere.

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