The Church and Culture in Spanish America

1958 ◽  
Vol 14 (4) ◽  
pp. 383-398 ◽  
Author(s):  
Guillermo Lohmann Villena

For more than three centuries in the territories dependent upon the Spanish crown, the shields of bishops or of religious orders dominated the façade of the universities and of the institutions of learning; during that same period, the title pages of books of any scientific merit almost invariably carried the name of a tonsured author; architectural monuments of every class proclaimed the patronage of prelates or the protection of saints recognizing thereby their origin and purpose; schools, colleges and institutions of letters of every kind flourished in the shadow of the parishes and of the monasteries; music and theatrical functions confessed their origin in sacred ceremonies; the prirlting presses began their function under the auspices of ecclesiastics and their entire production during those centuries bears this seal. In short, the names of the university professors and of the teachers in the other educational institutions form an almost unending list of dignitaries, either of the secular clergy or of the regular, so that any summary of the outstanding figures of the intellectual life of that period shows a tremendous percentage of individuals who wore the clerical garb. It is an axiom, indeed, that the Church was in Spanish America the active patron of culture and the sponsor of knowledge almost from the day following that of the discovery. Today, fortunately, such a statement is again commonly accepted, although it was not an easy task to reach this agreement.

1986 ◽  
Vol 42 (3) ◽  
pp. 253-274 ◽  
Author(s):  
John Frederick Schwaller

The history of the Church in Mexico has seen an ongoing confrontation between the secular and the regular clergy. During various periods one or the other side would achieve ascendency, only to decline at a later date. The religious orders have chronicled the exploits of their brothers and friars, yet to this day the activities of the secular clergy have remained largely unknown. One critical period in the development and expansion of the secular clergy occurred between the promulgation of the Ordenanza del Patronazgo in 1574 and the end of the sixteenth century. In this quarter century many of the basic institutions of the diocesan establishment came into being, and in general the whole ecclesiastical hierarchy felt the changes. This essay specifically will focus on the implementation of the Ordenanza del Patronazgo and its effect on the secular clergy.


THE BULLETIN ◽  
2021 ◽  
Vol 2 (390) ◽  
pp. 44-49
Author(s):  
R. Aetdinova ◽  
I. Maslova ◽  
Sh. Niyazbekova ◽  
O. Balabanova ◽  
Zh. Zhakiyanova ◽  
...  

The article justifies for the need to identify and to keep track, in practice, of different groups of risks inherent in educational institutions under current conditions of pandemic and post-pandemic transformation of education under the influence of modern world uncertainty. Transformation of education functions in the epoch of digital economy changes the content and types of risks concomitant to the activities carried out by schools. Schools belong to the most conservative types of organizations. However, the environment in which schools operate is constantly changing. An educational institution, as any enterprise, has to engage in the activity aimed at risk management. Manifestation of the risk is, on the one hand, fraught with threats and damage, on the other hand, with opportunities. Assessment of possible threats and risks allows timely projection of undesirable results, creation of a system for situational response to unforeseen circumstances and, in the final analysis, formulation of a strategy for development of the university which would allow achievement of modern high quality education, its fundamentality and conformity to important topical requirements of the personality, society and state. Causes of developing risks characteristic of educational institutions are disclosed. External and internal risks characteristic of educational institutions, sources generating them and the importance of managing them are analyzed. The analysis of risks made reveals multi-varied threats and opportunities in the external and internal envi-ronment of the institution and their ability to have a significant effect on educational, organizational and financial activities of the schools.


2021 ◽  
Vol 15 (4) ◽  
pp. 484-495
Author(s):  
Ben Myers

Abstract This article argues that theology belongs in the university not because of its relationship to the other disciplines but because of its relationship to the church. It discusses Schleiermacher’s understanding of theology as a practical science oriented towards Christian leadership in society. It argues that Schleiermacher’s account provides an illuminating perspective on the history of academic theology in Australia. Theology belongs in the university not for any internal methodological reasons but because of specific contextual conditions in societies like Australia where Christianity has exerted a large historical influence. The article concludes by arguing that the ecclesial orientation of university theology is compatible with the aims of public theology, given that service to the Christian community is a means by which the common flourishing of society can be promoted.


Social Text ◽  
2021 ◽  
Vol 39 (1) ◽  
pp. 1-19
Author(s):  
Nathan Snaza ◽  
Julietta Singh

Abstract This introduction to the special issue “Educational Undergrowth” proposes an ecological view of educational institutions and practices, one that foregrounds the porosity of borders so that entities and institutions that can sometimes seem distinct are thought of as always entangled. The editors elaborate this ecological view by drawing on theories of coloniality, especially the work of Sylvia Wynter (and her human/Man distinction) and Stefano Harney and Fred Moten (in The Undercommons). In this framing, the university appears as a specific, but not isolated, part of a colonial ecology structured around producing Man. This allows both for critical accounts of how coloniality shapes institutions such as schools and universities, always in relation to many other institutions and sites, and for speculative experiments in queer, decolonial, abolitionist education. The introduction intervenes in contemporary leftist debates about the university in particular and education more generally by offering a way of attuning to critical, abolitionist, and decolonial projects as specific but intraactive outgrowths of the colonial ecology and myriad disruptive projects (happening both in and outside of institutionalized schools). On the one hand, educational undergrowth accounts for how resources circulate unevenly in the colonial ecology so that the “growth” of some people, institutions, and projects is possible only because others are deprived, defunded, and disinvited. On the other hand, it draws on affect theory, new materialisms, and work in decolonial and critical ethnic studies to valorize otherwise marginal, bewildering, errant educational encounters that are always taking place in the undergrowth of the university.


10.14201/3256 ◽  
2009 ◽  
Vol 19 ◽  
Author(s):  
Bernardo Gargallo López ◽  
Amparo Fernández March ◽  
Miguel Ángel Jiménez

RESUMEN: El objetivo fundamental de este trabajo era precisar los modelos docentes de los profesores universitarios para corroborar si se ajustaban a los requerimientos del espacio europeo de educación superior (que preconiza un modelo centrado en el aprendizaje con dominio de competencias pedagógicas). Encontramos dos modelos, uno centrado en el aprendizaje y otro centrado en la enseñanza, y otros dos modelos intermedios. Un grupo de profesores (alrededor de un 48% de la muestra de 326 profesores) se encuadraba en el modelo centrado en el aprendizaje, de corte constructivista, y se subdividía en dos grupos, uno de ellos más centrado en el aprendizaje y con más habilidades docentes. También encontramos otro grupo (alrededor del 52% de los profesores), centrado en la enseñanza y que utilizaba metodologías tradicionales. Este grupo también se subdividía en otros dos, uno más tradicional y con menos habilidades docentes que el otro. Estos resultados reclaman la atención de los gestores universitarios y el diseño de ofertas racionales de formación que ayuden a los profesores a adquirir las competencias pedagógicas necesarias.ABSTRACT: The main objective of this work was to specify the teaching models of university professors in order to find out whether they meet the requirements of the European higher education area (which upholds a learning-centred model with pedagogical competencies). We found two models, one of them learning-centred and the other one teaching-centred, with two intermediate models. A group of professors (around 48% of the sample of 326 professors) fitted with the constructivist learning-centred model, and this group was subdivided into two, one of them more learningcentred and with more teaching and assessment abilities than the other. We also found another group (around 52% of the professors), teaching-centred and which used traditional methodologies. This group was also subdivided into two, one of them more traditional and with less teaching and assessment abilities than the other. These results demand the attention of the university managers and also the design of rational offers of training that help the professors to acquire the necessary pedagogical competencies.SOMMAIRE: L'objectif fondamental de ce travail était de préciser les modèles d'enseignement des professeurs universitaires pour corroborer s'ils étaient adaptés ou pas aux exigences de l'espace européen d'éducation supérieur (qui préconise un modèle centré sur l'apprentissage avec la maîtrise de compétences pédagogiques). Quatre modèles ont été trouvés. L'un est centré sur l'apprentissage, l'autre sur l'enseignement, avec deux modèles intermédiaires. Un groupe de professeurs (autour de 48% d'un échantillon de 326 professeurs) était encadré dans le modèle centré sur l'apprentissage, de type constructiviste et subdivisé en deux sous-groupes, l'un plus centré sur l'apprentissage et possédant des habilités d'enseignement et d'évaluation plus poussées que l'autre. Un autre groupe devprofesseurs a été trouvé (environ 52% de l'échantillon), centré sur l'enseignement et utilisant des méthodologies traditionnelles. Ce groupe était aussi subdivisé en deux sous-groupes, l'un plus traditionnel et avec moins d'habilités d'enseignement que l'autre. Les dirigeants universitaires devraient tenir compte de ces résultats et l'offre rationnelle de formation des professeurs devrait viser l'acquisition de ces compétences pédagogiques nécessaires.


1967 ◽  
Vol 14 (3) ◽  
pp. 165-202
Author(s):  
Th. M. Steeman

This study is intended as an attempt, on the one hand, to collect and order a number of salient facts concerning modern Dutch Catholicism, on the other hand, on the basis of these facts to render more compre hensible the movement at present stirring in the Church and which appears at first sight to be a confusion of conflicting tendencies, in a historico-sociological perspective. The author employs in his observations both the available statistical information, relative to the present-day vitality of Dutch Catholicism, and the likewise clearly evident tendencies toward renewal, and attempts to bring both aspects to a synthesis in a total view. Here it is primarily a matter of placing the ascertainable decline in religious practice, which incidentally goes hand in hand with a greater stability of Catholic social, political and educational institutions, into a closer connection with the tendencies toward renewal. Therefore, the general conclusion of this study is not that Dutch Catholicism is declining but that it has taken a different form now that the social emancipation struggle in this country may be considered over. It is in essence no loss in vitality but a vitality with a different objective. Dutch Catholicism is strong but finds itself, precisely because it has successfully fought a hard battle for emancipation, in a completely different situation, forcing it to re-orientate itself. From this inner strength it is now experiencing a crisis in a search for forms in which, in the world of today, now that it is full-grown, it can express itself adequately. The study thus states that what is going on at present in Dutch Catholicism is comprehensibly seen from its own history, albeit in close contact with the more general tendencies in the history of the West. At the heart of the renewal lies a striving for a more authentic Christianity, just as the alienation of ecclesiastical Christianity lies at the heart of de-churching with regard to modern man. In essence here we are concerned with the fact that the Catholic of our times, who has himself become a modern man in every respect in the emancipation struggle, now wishes to be modern in his religious life too, or rather, by his being modern has become conscious in a different way of the significance of his faith in the Gospel and in Jesus Christ. He consequently experiences the tension between modern life and ecclesiastical life as an inner tension. For those who find themselves at the heart of the renewal, the phase of dialogue between Church and world - in which Church and world are involved in discussion as independent entities - is past; for them it is an inner struggle for an understanding of Christ's message now, in this world. This theme is explained by various examples. In this it is not the concern of the author to take up a personal position in the discussions, but more to arrive at an understanding of the tendencies in the light of the dynamics revealed in them, which must be made understandable in their turn historically and sociologically. Moreover, the author presents a few principles from which the fact that the situation itself appears so confused, can be understood. The dynamics emerge at a moment in which the traditional ecclesiastical forms for large groups have, it is true, lost their meaning, but for others have retained their full significance. All these things cannot go without conflict, without pain and sorrow on the one hand, without courage and impatience on the other.


2021 ◽  
Vol 2 (4) ◽  
pp. 5008-5016
Author(s):  
Stella Pino Salamanca ◽  
Robert Alfredo Euscátegui Pachón

El presente artículo hace parte de las reflexiones realizadas en el marco del proyecto de investigación “Proyecto Internacional de Educación Popular” que desarrollo el Grupo de Educación Popular de la Universidad del Cauca, en el cual se evidencian las otras formas de hacer educación y de construir pedagogías populares a partir del reconocimiento de los saberes propios, como de las construcciones participativas que rompen con la forma tradicional de ver y entender la educación, para así, rehacerse y reconfigurarse a partir de diversas experiencias que se nutren al interior del trabajo adelantado por el Colectivo de Educadores Populares del Cauca. A partir del trabajo que se adelanta en la región del Cauca Colombia, se evidencia que es posible la constitución de otra escuela, de otras pedagogías, así mismo, el reconocimiento y abordaje a las problemáticas que aquejan a las comunidades, las cuales traen una historia y un presente cargado de inequidades, opresiones, incertidumbres y violencias que complejizan cada día la tarea de ser maestros. Estas apuestas pedagógicas populares se constituyen a partir del trabajo colaborativo y de diálogo de saberes en un andar, que desde el Colectivo de educadores populares del Cauca se viene gestando; trabajo liderado por el Grupo de Educación Popular de la Universidad del Cauca y la Asociación de Institutores y trabadores de la educación. Es un colectivo que se hace día a día desde los principios de la Educación Popular y que recrea las otras formas de hacer educación, de hacer escuela.   ABSTRACT This article is part of the reflections made in the framework of the research project "International Popular Education Project" carried out by the Popular Education Group of the University of Cauca, in which the other ways of doing education and building are evident. Popular pedagogies based on the recognition of their own knowledge, as well as participatory constructions that break with the traditional way of seeing and understanding education, in order to remake and reconfigure themselves from various experiences that are nourished within the work carried out by the Collective of Popular Educators of Cauca. From the work carried out in the region of Cauca Colombia, it is evident that it is possible to establish another school, other pedagogies, as well as the recognition and approach to the problems that afflict the communities, which bring a history and a present full of inequities, oppressions, uncertainties, violence that make the task of being teachers more complex every day. These popular pedagogical bets are constituted from the collaborative work and dialogue of knowledge that is recreated in a walk that from the Collective of popular educators of Cauca has been developing; work led by the Popular Education Group of the University of Cauca and the Association of Educational Institutions and workers. It is a collective that is done day by day from the beginnings of Popular Education and that recreates the other ways of doing education, of doing school.


2005 ◽  
pp. 220-224
Author(s):  
Vitaliy I. Docush ◽  
Ya. Poznyak

If we analyze our legislation in detail, we can see that there are so-called “legal scissors”. On the one hand, the law guarantees freedom by equalizing the rights of all citizens of the state (Article 24 of the Constitution), and on the other - leaves believers outside the legal field (Article 35 of the Constitution and Article 6 of the Law of Ukraine "On Freedom of Conscience and Religious organizations ") declaring separation from the church. It should be noted that even the Law on Education does not guarantee the right to receive alternative (not secular) education for children of believers, regardless of their affiliation with a religious organization, in educational institutions. It should also be noted that even in the years of Ukraine's independence, the issue of granting theological education a proper status that would equate it to secular rights has not yet been resolved. Again, the principle is the separation of the school and the church. Here are some questions.


Nuncius ◽  
1996 ◽  
Vol 11 (1) ◽  
pp. 3-41
Author(s):  
LUIGI PEPE

Abstracttitle SUMMARY /title The College de France (College Royal) founded by Franois I in 1530 was unable to be completely independent from the University. However Louis XV in 1772 added this to the Colleges of the University and erected his building in Place Cambrai. Only during the French Revolution the College de France became completely independent through the suppression, in 1793, of the other educational Institutions. The same College was seriously threatened by suppression as documented in the memoirs of Garnier and Lalande. These memoirs are now fully published also for their epistemological interest.


1979 ◽  
Vol 36 (2) ◽  
pp. 177-198
Author(s):  
Jerry W. Cooney

For three centuries the Church in colonial Spanish America was the primary cultural institution affecting the lives of all Spain's overseas subjects. Education, charity, art, architecture, all the humane arts had been the legacy of the Church as well as its greatest gift to the New World, the Christianization of the Indians. In all these pursuits the Church was ably and dutifully supported by the Crown. Concurrently, clerics of all ranks and occupations were tied closely to the civil authority by the Royal Patronage.The achievements of the orders of the Church were out of proportion to their numbers. Franciscans, Dominicans, Mercedarians, then Jesuits and others all left their mark on Spanish America and often expanded the empire through missionary activities. Paraguay, an isolated province in the Río de la Plata, was a striking example of the successful toil of various orders. However, in 1767 by command of the regalist Carlos III, the Jesuits were expelled from this region (and the entire empire) and at the turn of the century there remained but three orders in the province, Franciscans, Dominicans, and Mercedarians. Of the three the Franciscans were the most important in the colonial era. Ever since the 1530's, this order was concerned with the conversion and welfare of the Indians. Reductions of the Guaraní were established by the Franciscans long before those of the better known Jesuits. Among the great figures of the Franciscan first century in Paraguay were Fray Martín Ignacio de Loyola and especially fray Luis de Bolaños, the “Apostle of Paraguay.”


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