A little Bethel and the pledge of God’s presence: worship in the household during and after the pandemic

The COVID pandemic prompted most parishes to provide resources for worship in the household: service programs, websites with the Daily Office, pre-recorded worship, and live-streamed liturgies. Thus, the pandemic has drawn attention to household worship, a long-standing practice among Christians but one that has been frequently overlooked in seminary education and pastoral practice. This essay considers the sources alive in Anglican and Episcopal communities that support such practices and also considers the unfortunate tendency to create a learned dependency on religious professionals and the need to foster practices that cultivate Christian identity in the household.

Assessing Character in Mentored, Contextual Learning

This article is concerned with the complex role of assessment in the character development of graduate students in seminary education. It presents the current curricular approach of Denver Seminary to mentored, contextual formation and the variety of assessment strategies that support the growth of individual students and a culture of integrated learning in the institution. Rather than directing assessment strategies on individual character qualities, we argue for the efficacy of assessing the enabling conditions for character growth expressed in the andragogic elements of adult learning skills. Within this model, learning proves to be expansive enough for the contemporary seminary student who has a sense that it is up to them to prepare for and create the work they dream of within a changing culture.

A Qualitative Study on the Experience of Military Life and Ministry of Korean Christian Female Military Pastors

The purpose of this study was to understand who female military pastors are in the Korean military and examine their military lives and ministry experiences through in-depth interviews and qualitative analysis. Six of the eight female military pastors currently working participated in this study. Seven major themes were identified: motivation to apply, role confusion and ambiguity, token women in the Korean military, perceived barriers or bias, equality experience, lack of network or mentor, and work and family balance. This study was helpful for obtaining a deeper understanding of female military pastors who exist as a minority in the Korean military. This study also provides basic information for the seminary education of future female military pastors and policies for female leaders working in the Korean military.

CHARACTER EDUCATION THROUGH CORRECTIO FRATERNA (A CASE STUDY AT MIDDLE SEMINARY OF ST. YOHANES PAULUS II LABUAN

Program pendidikan di Seminari Menengah St. Yohanes Paulus II menekankan pada aspek sanctitas (kekudusan), Scientia (pengetahuan), Sapientia (kebijaksanaan), sanitas (kesehatan) dan Solidaritas. Untuk mencapai semua aspek tersebut, correctio fraterna menjadi salah satu program pendidikan di seminari yang khas. Penelitian ini bertujuan untuk mengetahui bagaimana kegiatan correctio fraterna di Seminari Menengah St. Yohanes Paulus II Labuan Bajo dapat menunjang pendidikan karakter seminaris. Metode penelitian ini adalah deskriptif kualitatif, dengan pendekatan studi kasus tunggal. Teknik yang digunakan dalam mengumpulkan data adalah wawancara, observasi dan studi dokumen. Hasil penelitian menunjukkan bahwa correctio fraterna menjadi kegiatan wajib dalam program pendidikan di Seminari Menengah St. Yohanes Paulus II. Kegiatan ini dilakukan dalam kelompok kecil yang beranggotakan 5-6 orang. Setiap anggota di dalam kelompok saling memberikan koreksi satu dengan yang lainnya, berkaitan dengan beberapa aspek pembinaan di seminari, seperti kerohanian, intelektual, kesehatan, kedisiplinan, kerja dan olahraga, relasi sosial, dan pelayanan. Nilai-nilai karakter peserta didik yang dapat dibangun dari kegiatan ini adalah kejujuran, tanggung jawab, kerendahan hati, keterbukaan, dan tanggung jawab. Kegiatan ini juga merupakan faktor penunjang bagi formator dalam mengukur keberhasilan peserta didik. Kajian ini menyimpulkan bahwa correctio fraterna dapat menunjang pembentukan karakter seminaris, sesuai dengan semangat kurikulum seminari dan Kurikulum 2013. The educational program in the Minor Seminary St. Yohanes Paul II emphasizes the aspects of sanctitas (holiness), scienta (knowledge), sapientia (wisdom), sanitas (health) and solidarity. In achieving all these aspects, correctio fraterna becomes one of the typical seminary education programs. This study aims to determine how the activities related to correctio fraterna in Middle Seminary of St. Yohanes Paulus II Labuan Bajo, can support seminarian character education. The research method is descriptive qualitative, with a single case study approach. The techniques used in collecting data are interviews, observation and document study. The results showed that correctio fraterna became a mandatory activity in the educational program in the St. Yohanes Paul II Middle Seminary. This activity is carried out in a small group of 5-6 people. Each member in the group provides correction (criticism) with one another, relating to several aspects of coaching in the seminary, such as spirituality, intellectual, health, discipline, work and sports, social relations, and service. The character values of students that can be built from this activity are honesty, responsibility, humility, openness, and responsibility. This activity is also a supporting factor for the formator in measuring student success. This study concludes that correctio fraterna can support the formation of seminarian characters, in accordance with the spirit of the seminary curriculum and the 2013 Curriculum.

Catholic Theology since Vatican II

This chapter discusses the ways in which the documents decreed by the Second Vatican Council stimulated theological writing in Scotland and created a climate for their implementation in the Catholic Church up to the first decade of this millennium. It looks at the theological impact of academic Scottish Catholic theologians and at the theological documents of the Bishops’ Conference of Scotland, including the statement on the morality of nuclear arms and the two teaching documents produced in collaboration with the Bishops’ Conferences of England and Wales and of Ireland—One Bread, One Body, and The Gift of Scripture. It also shows how the theology of the Council documents has influenced the areas of religious education, lay ministry, and collaborative leadership, and has led to closer cooperation with other churches and academic institutions. Finally, it laments that there is no longer a locus for seminary education in Scotland.

The Outside (Kharij) of Tradition in the Aftermath of the Revolution

After Iran's 1979 revolution, the energies that had animated the struggle for a modern Islamic government were partially redirected to the task of the renewal of the Islamic tradition. Paradigmatic of this effort is “the Cultural Revolution” that has sought to combat what Islamic activists perceive as the destructive effects of Western culture and to align the production of knowledge with the teachings of Shi'i Islam. The effort to produce modern Islamic knowledge, however, has paradoxically intensified the translation of European thought and invested it with the ethos of seminary education. Drawing on a long-term engagement with postrevolutionary Iranian intellectuals, including fieldwork in Tehran and Qom, this article offers a historical and anthropological exploration of the interrelated questions of tradition, transmission, and translation. It is ethnographically centered in a seminar in which seminarian-academics translate Carl Schmitt, among others, to make sense of, and intervene in, Islamic politics. It highlights how European concepts and forms of thought come to mediate the relation between seminarian-academics and the Islamic tradition, its forms of knowledge, and its modern politics and argues that the elision of the historical incommensurability of European discourses renders the enacted tradition foreign to itself.

"I Will Give You Shepherds"

Key Church documents communicate the guiding principles for seminary education and formation programs. We will explore how the library interprets these and creates policy for library resources and services, especially those relating to information and research literacy programs. We will discuss how library policies and programs created in this way can support accrediting standards.

Catholic Seminary Education in China

This paper will give an introduction to Catholic seminary education in China. After briefly narrating the political and social changes in modern Chinese history, seminary education will be discussed. Our discussion will focus on restoration, development and decline of Catholic seminaries in China from1982 to the present. Shanghai Sheshan Seminary will be particularly introduced as an example.

“Latin” and “Slavonic” Education in the Primary Classes of Russian Seminaries in the 18th Century

The article focuses on the issue of using the Latin and “Slavensky” (that is, the combined Russian and Church Slavonic) languages in primary ecclesiastical education in the 18th century. By the 1740s, seminary education in Latin had established itself in Russia. But primary teaching of reading and writing in Russian and Church Slavonic was the tradition until the end of the 18th century, regardless of where the teaching was taking place, either at home or at a Russian school affiliated with a seminary. Russian schools were organized for teaching illiterate or semiliterate children. But by the late 18th century, several seminaries attempted to reorganize “Russian schools” into ecclesiastical schools in which Russian would be the only language of instruction. Junior classes at seminaries were fully focused on teaching Latin, but Latin was by no means a complete replacement for Russian. The principal method of instruction was translation, and the administrators of many seminaries demanded attention to the quality of the students’ translations into Russian. Thus, Russian and Latin were functionally distributed in primary education. Only Church Slavonic was practically excluded from teaching after the primary courses of reading and church singing, and that preconditioned its conservation as a language used only for church services, leading to the extinction of the hybrid form.