Opening the Gates

2021 ◽  
pp. 155-199
Author(s):  
Larry Abbott Golemon
Keyword(s):  
African Americans ◽  
Liberal Arts ◽  
Theological Education ◽  
Basic Education ◽  
Spiritual Healing ◽  
Wilberforce University ◽  
Hampton Institute ◽  
Working People ◽  
Black Pastors ◽  
Religious Training

The fifth chapter explores how theological education was opened to women, African Americans, and working class whites. Congregationalist Mary Lyon founded Mt. Holyoke Female Seminary (1837) to provide a rigorous education built on the liberal arts, theology, personal discipline, and domestic work—all designed to produce independent women for missions. Other women, like Methodist Lucy Rider, founded religious training schools for women in their denominations. For African Americans, pioneers like AME Bishop Daniel Payne, who revived Wilberforce University (1856), developed a blend of liberal arts and theological education. W. E. B. Dubois fought for this model as the way to educate “the talented tenth” needed for racial uplift. The other model, pioneered by Samuel Armstrong at the Hampton Institute (VA) and Booker T. Washington at Tuskegee (Alabama), combined a religious training school with industrial work so that black pastors and teachers could be self-supporting. Finally, Bible colleges, like that of Dwight Moody, opened theological studies to working people with only a basic education. Emma Dryer brought practical, normal school approaches to the beginnings of the Moody Bible Institute (MBI) in Chicago. Under Dr. R. A. Torrey, MBI combined a literal reading of Scripture with experiential holiness, spiritual healing, end-times prophecy, and practical business methods—all of which marked the future fundamentalist movement.

Reassessing the Vocational Origins of Hampton University and Celebrating a Singular History of Arts Engagement

2018 ◽  
Vol 40 (3) ◽  
pp. 107-141
Author(s):  
John S. Welch
Keyword(s):  
Liberal Arts ◽  
Historical Interpretation ◽  
Educational Mission ◽  
Hampton Institute ◽  
History Of ◽  
Hampton University ◽  
University Museum ◽  
Arts Engagement ◽  
The University ◽  
Heart And Mind

This essay explores historical interpretation or categorizations of Hampton Institute as a vocational project in order to reassert liberal arts as an underlying philosophical tenet of the founding and early history of this now venerated historically Black university. Today, Hampton’s educational mission and its museum are understood to be within the liberal arts tradition. This essay argues Hampton’s nineteenth-century founding ethos also situates the university and museum within the spirit of liberal arts education, even where vocational or manual labor components of its early curriculum may have been defining in early twentieth century historical interpretations of the institution’s mission and purpose. Contributions of the Hampton University Museum throughout its history give readers insight into the Hampton tradition of educating hand, heart, and mind and speak to the university’s 150-year engagement with liberal arts.

Conclusion

2021 ◽  
pp. 244-260
Author(s):  
Larry Abbott Golemon
Keyword(s):  
Best Practices ◽  
Public Engagement ◽  
Liberal Arts ◽  
Theological Education ◽  
Clergy Education ◽  
The Social ◽  
German Model ◽  
And Function ◽  
Pure Research

The conclusion argues that the historic preparation of the clergy for public engagement diminished significantly with the realignment of theological education with the modern university. Shifting from a liberal arts paradigm to a university model of specialization (academically and professionally) had the effects of (1) narrowing engagement with the social arenas of culture building, (2) shifting the nature of religious charisma and authority, (3) circumscribing the place and function of public oratory, (4) reshaping theology in relation to a generalized ideal of science, (5) developing new theologies that begin to marginalize confessional and ritual traditions, and (6) leading to the growing divide in the curriculum between the “pure research” of the German model verses the vocational pragmatism of the American approach. The book concludes with “best practices” from earlier clergy education that have much to offer contemporary reforms.

Reforming Church and Nation

2021 ◽  
pp. 54-85
Author(s):  
Larry Abbott Golemon
Keyword(s):  
New England ◽  
Common Sense ◽  
Liberal Arts ◽  
Theological Education ◽  
Jonathan Edwards ◽  
Critical Studies ◽  
Theological Schools ◽  
New Divinity ◽  
Narrative Interpretation ◽  
Princeton Theological Seminary

This chapter explores Protestant theological schools that educated pastors as reformers of church and the nation after religious disestablishment. This education built upon the liberal arts of the colleges, which taught the basic textual interpretation, rhetoric, and oratory. Rev. Timothy Dwight led the way in fashioning a new liberal arts in the college, which served as the foundation for advanced theological education. At Yale, he integrated the belles-lettres of European literature and rhetoric into the predominant American framework of Scottish Common Sense Realism. He also coupled these pedagogies with the voluntarist theology of Jonathan Edwards and the New Divinity, which bolstered Christian volunteerism and mission. With Dwight’s help, New England Congregationalists developed a graduate theological at Andover with a faculty in Scripture, theology, and homiletics (practical theology) who taught in the interdisciplinary, rhetorical framework of the liberal arts. Dr. Ebenezer Porter raised a generation of princes of the pulpit and college professors of rhetoric and oratory, and he wrote the first widely used manuals in elocution. Moses Stuart in Bible advanced German critical studies of Scripture for future pastoral work and for scholars in the field. The greatest alternative to Andover was the historic Calvinism of Princeton Theological Seminary, as interpreted through the empiricism of Scottish Common Sense. President Archibald Alexander, historian Samuel Miller, theologian Charles Hodge, and later homiletics professor James Wadell Alexander emphasized the text-critical and narrative interpretation of Scripture, and the emphasis on classic rhetoric and oratory in homiletics culminated the curriculum.

Not Just the Raising of Money: Hampton Institute and Relationship Fundraising, 1893–1917

2021 ◽  
Vol 61 (1) ◽  
pp. 63-93
Author(s):  
Troy A. Smith
Keyword(s):  
African Americans ◽  
Vocational Education ◽  
State Of The Art ◽  
Target Audience ◽  
Political Equality ◽  
Hampton Institute ◽  
External Relations ◽  
Highly Effective ◽  
Meaningful Connections ◽  
Race Problem

This article examines the workings of Hampton Institute's external relations program to show how the school developed loyal supporters and donors. By 1900, Hampton was the wealthiest school for African Americans, and its philosophy—stressing vocational education and forsaking political equality—was at its most influential during this time, attracting numerous followers as well detractors. Little has been written about how Hampton actually raised money and few have explored in any detail why it was so successful in fundraising. Hampton's leaders developed a comprehensive, state-of-the-art external relations program that forged meaningful connections with its supporters. Hampton's coordinated outreach efforts were highly effective at getting its message to its target audience—wealthy White Northerners—making them feel closely connected to Hampton and its students, as well as making them feel, through their support of Hampton, that they were part of solving the so-called race problem.

scholarly journals Using cognitive interviews to improve a Psychological-Social-Spiritual Healing instrument: Voices of aging African Americans with serious illness

2018 ◽  
Vol 39 ◽  
pp. 109-114
Author(s):  
Heather Coats ◽  
Anne G. Rosenfeld ◽  
Janice D. Crist ◽  
Esther Sternberg ◽  
Ann Berger
Keyword(s):  
African Americans ◽  
Spiritual Healing ◽  
Cognitive Interviews ◽  
Serious Illness

Clergy Education in America

2021 ◽  
Author(s):  
Larry Abbott Golemon
Keyword(s):  
Cultural Production ◽  
Liberal Arts ◽  
Theological Education ◽  
Research University ◽  
Public Life ◽  
The United States ◽  
Religious Leaders ◽  
Professional Performance ◽  
Mission Schools ◽  
Roman Catholics

This book explores the first 150 years of how pastors, priests, rabbis were educated in the United States. These clerical and professions were educated to lead in both religious and public life—specifically through cultural production in five social arenas: the family, the congregation or parish, schools, voluntary associations, and publishing. Protestants, Roman Catholics, and Jews established distinct traditions of graduate theological education during this period of development. These schools placed theological and rabbinical disciplines within liberal arts pedagogies that emphasized the formation of character, interdisciplinary reasoning, and the oratorical performance of their professions. Other schools followed for women religious leaders, African-Americans, and working-class whites that built upon these traditions and often streamlined them more toward Biblical reasoning and vocational skills. All of these traditions of theological rabbinical and populist education were transformed by the rise of the modern research university—first in Germany, then in America. Most Protestant seminaries, Jewish rabbinical schools, and many Catholic seminaries were re-aligned to with the modern university to some degree, while populist Bible and mission schools reacted against them. The result was to limit the professional performance of pastors, priests, and rabbis on religious leadership or higher education at the expense of the other historic social arenas in which they once lead. The book ends with an exploration of how best practices from this period of develop theological and rabbinical education might restore a balance of educating clergy for both religious and public life.

Spiritual Healing, Sick Kids and the Law: Inequities in the American Healthcare System

2003 ◽  
Vol 29 (2-3) ◽  
pp. 269-299
Author(s):  
Janna C. Merrick
Keyword(s):  
Medical Science ◽  
Spiritual Healing ◽  
Best Interests ◽  
Legal Rights ◽  
High Tech ◽  
Divine Love ◽  
Religious Minority ◽  
Human Need ◽  
East End ◽  
The Church

Main Street in Sarasota, Florida. A high-tech medical arts building rises from the east end, the county's historic three-story courthouse is two blocks to the west and sandwiched in between is the First Church of Christ, Scientist. A verse inscribed on the wall behind the pulpit of the church reads: “Divine Love Always Has Met and Always Will Meet Every Human Need.” This is the church where William and Christine Hermanson worshipped. It is just a few steps away from the courthouse where they were convicted of child abuse and third-degree murder for failing to provide conventional medical care for their seven-year-old daughter.This Article is about the intersection of “divine love” and “the best interests of the child.” It is about a pluralistic society where the dominant culture reveres medical science, but where a religious minority shuns and perhaps fears that same medical science. It is also about the struggle among different religious interests to define the legal rights of the citizenry.

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