Troeltsch, Ernst (1865–1923)

Author(s):  
Daniel Steinmetz-Jenkins

Ernst Troeltsch was a liberal German Protestant theologian and philosopher of religion whose work spans the last decades of the German Empire and the early Weimar Republic. He studied theology at the Universities of Erlangen, Berlin, and Göttingen before becoming a professor of theology at Heidelberg (1894), followed by an appointment in the Philosophy Department at the University of Berlin (1915–23). His most famous work is Die Soziallehren der christlichen Kirchen und Gruppen (1912; The Social Teachings of the Christian Churches), which outlines a methodological approach to understanding the basic social and ethical teachings of European Christianity from the first to the eighteenth century.


1998 ◽  
Vol 67 (1) ◽  
pp. 32-51 ◽  
Author(s):  
Richard Kieckhefer

Ernst Troeltsch is known to church historians largely for his classic threefold distinction of church, sect, and mysticism. In The Social Teachings of the Christian Churches, Troeltsch describes the church as an institution enmeshed with society and making accommodations to the world's imperfections; the sects, driven by a quest for purity, refuse to make accommodations or compromises, while the mystics stand aside from this conflict and concern themselves with “a purely personal and inward experience” in which “the isolated individual, and psychological abstraction and analysis become everything.” Troeltsch sees mysticism not as a phenomenon naturally at home within the church but rather as one that leads away from the establishment, and it is perhaps this perception in particular that gives his work lasting relevance. The assumption that mysticism veers naturally in an antiecclesial direction, and that its more orthodox manifestations are anomalies requiring explanation, remains very much alive in the literature. Indeed, from the perspective of cultural materialism, it is the political, antiecclesial, subversive bite of mysticism that is its most interesting feature. On this point liberal Protestantism and postmodernism have come together, theology and cultural studies have embraced. Troeltsch's schema thus retains relevance well beyond the sphere of historiography.



Open Theology ◽  
2018 ◽  
Vol 4 (1) ◽  
pp. 590-606
Author(s):  
Friedrich Wilhelm Graf

Abstract In the German Kaiserreich the University of Heidelberg was known as a liberal academic institution, with internationally well-known professors and many students from foreign countries. Young and innovative scholars in the institution included the Protestant theologian and philosopher Ernst Troeltsch (1865-1923), the sociologist Max Weber (1869-1920) and the Professor of Public Law Georg Jellinek (1851-1911) who studied the origins and driving forces of capitalism and of modern occidental rationalism. These scholars were interested in the ‛cultural significance’ of religious beliefs and their ethical implications. They saw religion as a relatively autonomous cultural force sui generis. In close intellectual interaction they focused on the religious roots of modern human rights and the strong ethical differences between Lutheranism and Calvinism.



1965 ◽  
Vol 34 (1) ◽  
pp. 77-94 ◽  
Author(s):  
Ruth B. Bordin

Shortly after the turn of the century Ernst Troeltsch joined Max Weber in examining the history of religious organizations from the point of view of the newly evolving discipline of sociology. Of the contributions Troeltsch made in his monumental study, The Social Teaching of the Christian Churches, the one which has proved most stimulating when applied to American church history was his differentiation of sect-type from church-type religious organization. In 1929, H. Richard Niebuhr in his Social Sources of Denoniinationalisrn elaborated Troeltsch's ideas, especially as they related to American developments, suggesting that in the American environment the denomination occupied a midway position between church and sect. While Troeltsch hints at the tendency of the sect to acquire churchly characteristics in time, Niebuhr spells out the steps in the process of transformation from sect to denomination which he sees as following inevitably, arguing that each generation's sects must become denominations in the next generation. These in turn leave behind a new group of disinherited whose needs are unmet and from which spring the next sect movement.



2021 ◽  

Joseph Ber Soloveitchik (b. 1904–d. 1993) was a major 20th-century American Orthodox rabbi, Talmudist, and modern Jewish ‎philosopher. Scion of a distinguished Lithuanian rabbinical family, Soloveitchik was born in Belarus before relocating with his family to Warsaw. Under his father’s tutelage, the adolescent Soloveitchik devoted himself almost exclusively to traditional Talmudic study, mastering his grandfather Hayyim Soloveitchik’s “Brisker Derekh,” a modern methodology emphasizing scientific clarity and abstract jurisprudential conceptualism. He entered the Free Polish University in 1924, studying political science. In 1926, Soloveitchik commenced his studies at the University of Berlin, where he majored in philosophy and was attracted to Neo-Kantian thought, particularly philosophy of science. During this time, he also attended classes at the Orthodox Rabbiner-Seminar zu Berlin. In 1932, he received his doctorate under Heinrich Maier and Paul Natorp. His dissertation, “Das reine Denken und die Seinskonstituierung bei Hermann Cohen” (Berlin, 1933), dealt with the epistemological idealism of Hermann Cohen. He immigrated to the United States in 1932, and in 1941 he succeeded his father as the head of the Rabbi Isaac Elchanan Theological Seminary of Yeshiva University in New York. In this role, Soloveitchik trained several generations of Orthodox rabbis. From 1953, Soloveitchik also exerted a decisive influence on the Orthodox Jewish world in his capacity as chairman of the Halakhah Commission of the Rabbinical Council of America. His rulings included his unequivocal opposition to mixed seating in synagogues. He also served as honorary president of the Religious Zionists of America (Mizrachi). Soloveitchik was a remarkable orator in his native Yiddish and in English and Hebrew. The annual halakhic and aggadic discourse, which he delivered on the anniversary of his father’s death, attracted thousands of listeners and lasted from four to five consecutive hours. The tension between modernity and traditionalism manifested itself in every area of Soloveitchik’s public life. He staunchly defended the authority of the rabbinate, fought against unwarranted halakhic change, stood against the religious changes of the Reform and Conservative movements, and opposed theological dialogue with the Christian churches. Yet he pioneered Talmudic education for girls, broke with his family tradition in supporting Zionism, and advocated cooperation with the non-Orthodox—and even with Christians—in the pursuit of social justice and security for the Jewish people. His writings, marshalling a distinctively ambitious blend of Talmudic analysis with neo-Kantian, phenomenological, and existentialist motifs toward often-poetic explorations of themes in modern Jewish life and the modern religious predicament generally, have achieved currency well beyond the Orthodox Jewish world that constituted his primary audience.



Author(s):  
Katie Irvine ◽  
Michael Smith ◽  
Reinier De Vos ◽  
Adrian Brownell ◽  
Anna Ferrante ◽  
...  

IntroductionMortality inequalities by income and education levels have historically been estimated using an area-based approach in Canada. Although useful in measuring socioeconomic inequalities overtime, this method underestimates the level of inequality and only allows the examination of a single dimension at a time. Objectives and ApproachTo create a series of census linked datasets that allowed for the examination of health inequalities across different socioeconomic dimensions. Specifically, five census cycles (beginning with the 1991 Census) were probabilistically and deterministically linked to different health outcomes (mortality, cancer, hospitalization) to create the Canadian Census Health and Environment Cohort (CanCHEC). Each dataset was created using a similar methodological approach which allowed for the measurement of these health inequalities over time. Mortality inequalities by both income and education level (including multidimensional) for all causes and cause-specific groups were examined. ResultsFive census linked datasets were constructed that followed mortality for a period of up to 20 years. The 1991 CanCHEC includes 2.6 million adults, the 1996 and 2001 CanCHECs include 3.5 million adults respectively, and the 2006 and 2011 CanCHECs include 5.9 and 6.5 million people respectively. Findings revealed a stair-stepped gradient in all-cause and cause-specific mortality by educational attainment and income quintile across each time period. The lowest mortality rates were among the university educated and richest income quintile and highest mortality rates among those with less than high school graduation and the poorest income quintile. The gradient differed by cause of death groupings. Over the 25-year time period, the mortality gradient trend varied by socioeconomic dimension and cause of death. Conclusion/ImplicationsThese data show clear mortality inequalities by socioeconomic position across the different time periods. These linked datasets can help advance knowledge in understanding health inequalities in Canada as well as provide a tool for on-going surveillance of health inequalities by different socioeconomic dimensions.



Author(s):  
Анастасия Троценко

Целью настоящей статьи является определение основных направлений развития социальной инфраструктуры университета для повышения его конкурентоспособности с помощью разработанного автором методического подхода, в основу которого положен метод анализа иерархий Т. Саати, позволяющего определить приоритетность направлений развития социальной инфраструктуры университета. Предложенный методический подход позволяет учитывать интересы обучающихся (местных, иногородних российских и иностранных), научно-педагогических работников (молодые ученые и НПР старше 40 лет, проживающие и не проживающие в кампусе) и представителей бизнес-сообщества для формирования приоритетности в развитии элементов социальной инфраструктуры университета. Методический подход был апробирован на примере Дальневосточного федерального университета. The purpose of this article is to determine the main development directions of university social infrastructure to increase its com-petitiveness using the developed methodical approach is based on the method of T. Saaty’s Analytic Hierarchy Process to de-termine priority of the development directions of university so-cial infrastructure. The proposed methodical approach allows to take into account the interests of students (local students; stu-dents from other regions of the country; foreign students), scien-tific and pedagogical workers («young scientists» and scientific and pedagogical workers over 40 living and aren’t on campus) and business community representatives to prioritize the devel-opment of university’s social infrastructure elements. The me-thodical approach was tested on the example of Far Eastern Federal University. The methodological approach proposed in the article allows university top management to determine prom-ising areas for the development of the university’s social infra-structure, taking into account the interests of the main groups of iterested parties (students, academic staff, the business community), thereby allowing the university to create competitive advantages aimed at attracting and retention of certain groups. After identifying promising areas for the development of the social infra-structure of the university, it is necessary to develop measures aimed at developing the relevant ele-ments of the social infrastructure of the university, which is the goal of the next study.



Author(s):  
María del Mar Felices de la Fuente ◽  
Álvaro Chaparro Sainz

Esta investigación tiene por objeto evaluar las competencias curriculares del alumnado del Grado en Educación Infantil, tras cursar las asignaturas de Didáctica de las Ciencias Sociales. Para ello, nos centramos en examinar dos indicadores principales: si emplea de forma apropiada el principio de globalidad que debe presidir los procesos de enseñanza y aprendizaje de esta etapa, y si reconoce e identifica el contenido social curricular. Siguiendo una metodología cualitativa y empleando los programas informáticos Nvivo 11 y Pajek 5.07, se han analizado contenidos textuales generados por 224 alumnos y alumnas, procedentes de ISEN (Universidad de Murcia) y de la Universidad de Málaga, a quienes se les pidió que, a partir de la elección de un contenido social del currículo, propusieran una situación de aprendizaje integrado. Los resultados nos muestran dificultades tanto en la identificación de las temáticas específicamente sociales, como en la conexión entre contenidos de las distintas áreas del currículo. En consecuencia, se revela necesario un tratamiento más exhaustivo de estos aspectos desde el ámbito de la Didáctica de las Ciencias Sociales, que implique un mejor conocimiento y delimitación de lo “social” por parte del futuro profesorado de Educación Infantil.   The objective of this research is to evaluate the curricular competences of the students of the Degree in Preschool Education, after having completed the subject of Social Sciences Education. In order to achieve this purpose, we focus on examining two indicators: if the students adequately use the principle of globality that should preside over the teaching and learning processes of the preschool stage; and if they recognizes and identifies the curricular social content. For this, from a qualitative methodological approach, we have used the software Nvivo 11 and Pajek64 5.07, to analyze the textual contents generated by 224 students from ISEN (University of Murcia) and the University of Málaga. All of them were asked to choose a social content of the curriculum and to propose an integrated learning situation based on it. The research results show us difficulties in the identification of specifically social issues, and in the connection between contents of the different areas of the curriculum. Consequently, it is evident that a more exhaustive treatment of these aspects is necessary from the scope of the Social Sciences Education, which implies a better knowledge and delimitation of the social content by the future preschool teachers.



2019 ◽  
Vol 20 (3) ◽  
pp. 500-514 ◽  
Author(s):  
Angelo Paletta ◽  
Alessandra Bonoli

Purpose Starting from the experience of the University of Bologna, this paper provides an innovative framework to analyse how universities are rethinking courses and curricula, teaching, research programmes, campus operation and partnership to address the Agenda 2030. Design/methodology/approach The paper proposes a methodological approach to represent direct and indirect impacts produced by all universities’ activities. Findings The commitment to sustainability of the University of Bologna was made clear through the last Strategic Plan approach explicitly aimed at the consideration of the U.N. Sustainable Development Goals (SDGs). Parallel to the process of integration of the SDGs in strategic planning, the University has an additional tool for reporting on the extended performance, which was presented during the G7 Environment held in Bologna in June 2017. Research limitations/implications This study focussed on the University of Bologna experience, according with HEIs sustainability approach over the world. A bit too technical sometimes to explain each practical point of activity related with the commitment in SDGs. Practical implications The multi-year experience acquired by the University of Bologna through a process of reporting that combines the economic dimension with the social and environmental, has as a natural outlet questioning the priorities to be pursued in teaching, research and the third mission to contribute to the Agenda 2030. Social implications It is shown as Alma Mater promotes actively the principles of sustainability also in terms of enhancement of collectivity welfare, the economic growth, the social equity and the capability of involved people to actually work together for the common good. Originality/value On the basis of the experience of the University of Bologna, an innovative framework can be provided to analyse how universities are rethinking all their activities to address the Agenda 2030.



1988 ◽  
Vol 27 (2) ◽  
pp. 117-149 ◽  
Author(s):  
David Lieberman

In 1795, Dugald Stewart, the professor of moral philosophy at the University of Edinburgh and reigning Athenian of the North, observed in a famous estimate of the career of Adam Smith that “the most celebrated works produced in the different countries of Europe during the last thirty years” had “aimed at the improvement of society” by “enlightening the policy of actual legislators.” Among such celebrated productions Stewart included the publications of François Quesnay, Anne-Robert Jacques Turgot, Pedro Campomanes, and Cesare Beccaria and, above all, the writings of Smith himself, whose Wealth of Nations “unquestionably” represented “the most comprehensive and perfect work that has yet appeared on the general principles of any branch of legislation.” One of the more striking achievements of recent scholarship on eighteenth-century social thought has been to make sense of this description of Smith's Inquiry and to enable us better to appreciate why Smith chose to describe his system of political economy as a contribution to the “science of a legislator.” In a cultural setting in which, as J. G. A. Pocock has put it, “jurisprudence” was “the social science of the eighteenth century,” law and legislation further featured, in J. H. Burns's formula, as “the great applied science among the sciences of man.” Moralists and jurists of the period, echoing earlier political conventions, may readily have acknowledged with Rousseau that “it would take gods to give men laws.” Nevertheless, even in Rousseau's program for perfecting “the conditions of civil association”—“men being taken as they are and laws as they might be”—a mortal “legislator” appeared plainly “necessary.”



2019 ◽  
Vol 20 (3) ◽  
pp. 441-451 ◽  
Author(s):  
Luis Vargas ◽  
Claudia Mac-Lean ◽  
Jean Huge

Purpose In the past few decades, sustainability in higher education has become ever more prevalent, although the diversity in pace of adoption and the wide range of interpretations and practices is huge. The purpose of this study is to present recent research on organizational change processes in universities. Design/methodology/approach The methodological approach applied corresponds to the social issue maturation framework, to identify, describe and assess patterns of change across higher education institutions. The maturation of sustainability in universities can be divided into four stages: emergence, popularization, formalization and maturity. Findings The findings indicate that sustainability processes often begin as ad hoc processes which grow and mature over time as a range of different actors join in. However, sustainability in universities is increasingly connected with sustainability in the private sector and with other public actors. Moreover, there is a growing acknowledgement of the interactions between society, industry and academia. Originality/value The value of the paper is to provide a critical assessment of the potential of living lab projects initiated in Belgium (Brussels) and Chile (Santiago de Chile) to anchor sustainability firmly both in the functioning of the university and in the interactions with the neighborhood. The authors reflect on the requirements and the implementation of these initiatives as a strong indication of mature sustainability integration in, and by way of, universities.



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