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The article is devoted to studying the history of formation and development of higher theological education in the Ekaterinburg eparchy for the last hundred years. It shows that Ekaterinburg’s path to academic theology has been slow and thorny. The first attempts to create its own theological educational institutions (though without any claim to the highest level of education) date back to 1917–1919, when the system of traditional theological education actually ceased to function and the search for new forms of existence of theology as a science and practice began. In 1917, a never-implemented project was proposed for Ekaterinburg: to reform theological schools and the seminary and create an Orthodox gymnasium on their basis, and also to organize a Theological-Pastoral Institute with a three-year duration of study based on the subjects of the 5th-6th grades of the seminary. Moreover, under the conditions of Decree on Separation of Church from State and School from Church, the Ekaterinburg People’s Theological Institute was opened in autumn 1918, to provide extracurricular religious education and the widest possible dissemination of theological education, which existed until the second half of 1919. The project of the Theological-Pastoral and successfully functioning People’s Theological Institutes had strong potential, and under favorable conditions, with proper support, they could have grown into higher educational institutions. With the fall of the atheist regime and the attainment of religious freedoms in the 1990s, it became possible to organize higher theological education in Ekaterinburg. The author reveals that in 1994–2008 Ekaterinburg had a Centre for Distance Education of the Orthodox Saint Tikhon’s Humanitarian University, which carried out its activities in two areas: pastoral-theological and catechetical-pedagogical. In 2001–2012, the Social Institute of the Russian State Professional and Pedagogical University, supported by the Ekaterinburg Diocese, had the Department of Theology, where students were trained in the specialty ‘Orthodox Theology’ and after graduation, for the first time in the history of the Urals region, graduates were given state diplomas. In 2009 there was an unsuccessful attempt to enroll students on the Theology Course at the Urals Institute of Business. Currently, there are several educational institutions in Ekaterinburg that implement the Federal State Educational Standard in Theology under the Bachelor’s program: Missionary Institute, Ekaterinburg Theological Seminary, and Theology Department at the Ural State Mining University. The latter two educational institutions also have Master’s programs in the Church History (Ekaterinburg Seminary) and the ChurchState and State-Confessional Relations (Ural State Mining University).

The article analyzes the initial stage of the development of the revolutionary Narodnik movement through the reading practices of the 1870s generation. The author addresses an issue of the student network in Arkhangelsk Theological Seminary, which existed in the early 1870s, considering it as a typical case of a reading community in a secondary educational institution. The article shows the connection between radicalization of seminarians and reform of ecclesiastical education in 1867. It also reveals contacts of ecclesiastical students with political exiles, whose presence in Arkhangelsk makes the analyzed case more complex. The relationships of community members, which are reconstructed on the basis of correspondence between seminarians and graduates as well as materials from pedagogical board meetings, are examined by means of Gephi, a social network analysis tool. The author shows isolation of the network under analysis within the clergy estate. In the provincial city, the main counterparties of the seminarians were teachers and students of theological schools rather than their like-minded fellows from secular educational institutions. Within the seminary, the network under analysis is characterized by weak connections. Although students from all grades showed interest in radical literature, the network members maintained relationships within a small group whose members had a significant age difference. At the same time, students of the same year could not know about common interests and speak contemptuously about their classmates. The author comes to the conclusion that admission to a higher educational institution, which was the main goal of the analyzed group, did not necessarily lead to further involvement in the revolutionary movement. Interest in radical literature in secondary school did not automatically determine the life trajectories of the 1870s generation representatives.

Copyright of Studia Gdańskie is the property of Gdanskie Seminarium Duchowne, Kuria Metropolitalna Gdanska and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The article is devoted to the library of the Orenburg Theological Seminary, which was lost in 1918. It was based on the books of spiritual and religious content. The purpose of the library reconstruction is to create its approximate catalog at the time of the seminary closure. The article describes only that sections of the catalog that reflect physically preserved books: Holy Scripture, Dogmatic Theology, Homiletics, Pastoral Theology, Moral Theology, Asceticism, Ecumenism, Christian apologetics, Schismatic studies, history of non-Christian religions, history of the Russian Orthodox Church, etc. Only 35 copies have been survived to this day. All of them are monuments of book culture and give an idea of both the representativeness of the lost library itself and the preparation of clergymen for missionary activity in the Orenburg Orthodox Diocese.

The article is devoted to the jubilee of the choir-conducting department. It examines the history of the department and defines a goal of regency education in the Urals — to prepare qualified choirmasters and choristers for the Russian Orthodox Church. Identified are the primary tasks that should be solved in the training process: professional, educational and aesthetic. The necessity of preparing students not only for choir-conducting, but also for concert and pedagogical activities in Sunday parochial schools is emphasized. The article contains names of the organizers and inspirers of the church choirmaster school, and its leading teachers; the disciplines defined by the educational Standard, as well as Curriculum are analyzed. The authors reveal the key areas of study and extracurricular activities since 2002, and also identify core disciplines and the main teaching staff. Singing and Rules of Church Singing, as well as Choir Practice and Conducting are considered as major disciplines. In the education of church choirmasters emphasized is the leading role of the subjects of theological and conducting modules, liturgical and choirmaster practices, and various obediences also. The authors highlight traditional participation of this department in the annual city holidays dedicated to the Holy Great Martyr Catherine, and in the days of remembrance of the Holy Royal Passion-Bearers, and Holy Righteous Simeon of Verkhoturyе. Opened in 2009, the two-year evening courses of singing have been successfully transformed into the evening department for church choristers since 2018. It is concluded that all core musical disciplines are focused on regent specialization. Classical musical disciplines are studied in the context of a rich religious music heritage, based on the Russian sacred music, and are closely interrelated with the core subjects. The article indicates the author’s programs of the department teachers, which have become standard for all Church Choirmaster departments of Russia. The courses and festivals held on the basis of the Ekaterinburg Theological Seminary, as well as the immediate plans for the development of the choirmaster school, are considered.

The Christian context is found to be one where there are differences in understanding and attitudes based on how the Bible is interpreted. Plurality in Christianity causes groups that say that the Bible is a history book, or contains moral teachings, or contains the Word of God. On the other hand, defending the Bible is the Word of God. This research aims to determine some lecturers' understanding of Pentecostal doctrine. The research method adopted in this study was quantitative in orientation, while the type of research done was by means of correlation research. The indings from such research can be used to ascertain the prevalence and relationships among variables and allow reserachers' to forecast events from current data and knowledge. The population in this study comprised of 50 lecturers at ITKI Jakarta, STT Bethel The Way and STTRE Jakarta. The results showed that 1) The Understanding Trend of ITKI Jakarta Lecturers, The Way Jakarta STTB, and Jakarta STTRE (Y) was in the good category. 2) The dominant aspect that shapes lecturers' understanding is God's Special Revelation Bible (X2). So, the second hypothesis is proven. 3) The background of lecturer education strata predominantly shapes the Understanding of ITKI Lecturers in Jakarta, The Way Jakarta STTB, and STTRE Jakarta. The understanding of the theology of STT (theologiacal seminary) lecturers needs to be improved, both through advanced theological education at a higher level, namely strata two or strata three, or by participating in various scientific activities in theology where one can gain superior knowledge on Biblical doctrine. [ABSTRACT FROM AUTHOR]

Copyright of Bylye Gody is the property of Cherkas Global University Press and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This article explores the recent history of Lutheran theological education in South Africa, which is still confronted by the legacy of colonial and apartheid education systems. The latter need to be confronted with liberation and decolonisation systems that reclaim African indigenous identities. There is a need to cultivate a culture of quality and equal education, spirituality, politics, and socio-economic systems for the service of South Africans. Evangelical Lutheran churches in Southern Africa are committed to improve and reform Lutheran theological education in the 21st century. Lutheran theological education is necessary to make a meaningful contribution towards training theological students to assist the church in its response to societal concern and contextual issues. The article introduces a recent renewal of Lutheran theological institutions in a new teaching and learning environment by the Lutheran Church. It discusses the implications and successes of Lutheran theological education in South Africa. [ABSTRACT FROM AUTHOR]

Copyright of Studia Polonijne is the property of Towarzystwo Naukowe Katolickiego Uniwersytetu Lubelskiego Jana Pawla II and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The article examines the system of Orthodox education in Poland in the interwar period between the two World Wars. It gives a brief overview of the most significant educational institutions of the Orthodox Church for clergy and laity that existed on the territory of Poland in the 19th century before the reestablishment of Poland’s independence. It characterizes the conditions for the development of Orthodox education, which changed considerably since 1918. It examines the relationship between the seminaries and secular authorities and looks at how the work of the seminaries underwent changes during the 1932 school reform. The state of affairs at the Orthodox seminaries in Vilna and Kremenets is described on the basis of archival sources; special attention is paid to the problems of national identity of students and the strategy of Polonization of theological schools carried out by the Polish government. The most traumatic process was that of revindication — the return of churches to their former owners, whereby many churches were taken over by the Roman Catholic Church or were demolished. The second part of the article is devoted to the Faculty of Theology, the University of Warsaw, whose graduates served in Orthodox parishes and themselves became teachers in Orthodox theological educational institutions. The basis for the beginning of the faculty’s work was the project of opening a higher educational institution for the purpose of training the clergy, submitted in 1921 to the Ministry of Public Education of Poland by Metropolitan George (Yaroshevsky). The faculty was opened on February 8, 1925 and lasted until 1939. The academic staff, the subject-matter content of the teaching, and the influence of the traditions of spiritual education of the various local Churches were restored. Graduates included distinguished specialists in history, theology, dogmatics and other theological disciplines. The high educational and cultural level of the Orthodox clergy results from the preserved system of Orthodox spiritual education. In the Second Polish Republic (II Rzeczpospolita), despite the state policy of Polonization, more opportunities for Orthodox education were open than there were in the Soviet Union. However, the problem of teaching Orthodox religion in schools in the interwar period was not resolved.

This article is devoted to the Nakhichevan Theological Seminary and its role in the upbringing of Armenian youth in Nakhichevan-on-Don. The history of the Nakhichevan Theological Seminary, numbering about forty years of its existence, has not become the subject of special research. The article is based on materials from the State Archives of the Rostov Region, many of which are being introduced into scientific circulation for the first time. The work examines both the main stages of the formation of the theological seminary itself, and the problems of selecting its teaching staff. Particular attention in the article is paid to the problems that the leadership of the theological seminary had to face, as well as to the solution of the difficulties that the government of the Russian Empire posed. The article provides facts that testify to the assistance that was provided to this educational institution by both the city government and ordinary citizens. The Nakhichevan Theological Seminary was founded in 1881, after the Armenian Khalibov School in Feodosia was closed. It is noteworthy that most of the subjects in the theological seminary were studied in Armenian, and only a few of them in Russian. The graduates of the seminary faced a choice: either to build their spiritual education in Echmiadzin, or to receive a secular education in the future. It was at the expense of the graduates of the seminary that the entire staff of priests in the city of Nakhichevan-on-Don and surrounding Armenian villages was recruited. In addition, the article focuses on those difficulties and vicissitudes of life that, to one degree or another, prevent the graduates of the theological seminary from improving their lives and getting a decent higher education after the 1917 revolution. The closure of the theological seminary after the establishment of Soviet power took place in line with the policy pursued by the Bolsheviks in relation to religion and the church. The contribution of the seminary in the formation of the intellectual elite and teaching staff, to the preparation of which this educational institution was directly related, is noted.

Copyright of Studia Polonijne is the property of Towarzystwo Naukowe Katolickiego Uniwersytetu Lubelskiego Jana Pawla II and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The article is focused on a specific aspect of history of men's secondary schools of the Orthodox Church theological seminaries, which functioned in the Ukrainian gubernias of the Russian Empire. Organization of pedagogical education in theological seminaries is established to be a prerequisite for suc-cessful teaching activity of their graduates. The paper reveals the content of pedagogical education in theological seminaries, knowledge, skills and abilities that students attained there within 1866-1884. The paper focuses on arranging seminarians teaching practice at daily, holiday and Sunday schools. The paper identifies the forms and methods of pedagogical education and requirements set up by the Holy Synod for organization of educational process in secondary theological educational institutions. The paper reveals the specific features of staffing and teaching and methodological support for teaching Pedagogy and concludes about the advantages and disadvantages of pedagogical education in theological seminaries and the level of pedagogical education compared to classical gymnasia.

Abstract. This research aimed to describe Portfolio-Based Instruction (PBI) in improving student learning responsibility at Theological Seminary. This research used qualitative and literature study technic. This research brought about the conclusion when PBI applied by consider the compatibility of study materials and purposes of learning than PBI can improves student learning responsibility at Theological Seminary. Abstrak. Penelitian ini bertujuan mendeskripsikan pendekatan model pembelajaran berbasis portofolio (MPBP) dalam meningkatkan tanggung jawab belajar mahasiswa di Sekolah Tinggi Teologi (STT). Penelitian menggunakan jenis kualitatif yang bersifat studi pustaka (library research). Penelitian ini menghasikan kesimpulan apabila MPBP diterapkan dengan mempertimbangkan kecocokan materi kuliah dan tujuan perkuliahan, maka dapat meningkatkan tanggung jawab belajar mahasiswa di Sekolah Tinggi Teologi.

Based on the analysis of primary sources and historical-pedagogical literature, the article presents educators and theologians’ views on teaching Pedagogy and pedagogical disciplines in educational institutions of the Orthodox Church during the second half of the 1890s – 1918. These educators and theologians are Archimandrite Vissarion, I. Andreiev, D. Briantsev, A. Hrynevych, G. Maliarevskyi, M. Makkaveiskyi, P. Sokolov, N. Krasovskyi, A. Yurykas and others. It has been determined that theoretical ideas about the outlined problems were presented in publications in theological periodicals (such as “Theological Herald”, “Faith and Reason”, “Volyn Diocesan Information”, “People’s Education”, “Podillya Diocesan Information”, “Christian Reading”, “Church Herald”, “Chernihiv Diocesan Information” etc.). The article reveals the educators’ and religious leaders’ ideas about the tasks of pedagogical training, content, organizational aspects, forms and staffing for teaching Pedagogy and pedagogical disciplines in Orthodox theological academies, seminaries, women’s educational institutions of the Orthodox Church, church-teacher schools and second-degree schools. It has been determined that the scientists again paid attention to certain problems that were of scientific interest for educators and theologians in 1860-1870s.

The article highlights the sacred component of architecture of theological-humanitarian Christian educational institutions. It researches the architectural and space-planning decisions of temples and chapels of theological-humanitarian educational institutions. The objective of the research is to determine the major principles of architecture development common for the sacred core of theological-humanitarian educational institutions. The research has been conducted by means of analyzing the historical experience of designing and constructing temples and chapels of theological educational institutions in Ukraine, carrying out field observations, systematizing the results of previous scientific researches, as well as analyzing the design decisions and the implemented projects. The methods of typological analysis, experimental design, and questionnaire-based survey have been applied in the course of the research. The results of the conducted research helped to outline the major principles of architecture development common for the sacred core of theological-humanitarian educational institutions, determine the major factors influencing the architecture of temples and chapels of similar institutions, and offer the suggestions for designing temples and chapels of theological-humanitarian educational institutions in Ukraine. [ABSTRACT FROM AUTHOR]

Copyright of Bylye Gody is the property of Cherkas Global University Press and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The article is focused on a specific aspect of history of men's secondary schools of the Orthodox Church - theological seminaries, which functioned in the Ukrainian gubernias of the Russian Empire. Organization of pedagogical education in theological seminaries is established to be a prerequisite for successful teaching activity of their graduates. The paper reveals the content of pedagogical education in theological seminaries, knowledge, skills and abilities that students attained there within 1866-1884. The paper focuses on arranging seminarians' teaching practice at daily, holiday and Sunday schools. The paper identifies the forms and methods of pedagogical education and requirements set up by the Holy Synod for organization of educational process in secondary theological educational institutions. The paper reveals the specific features of staffing and teaching and methodological support for teaching Pedagogy and concludes about the advantages and disadvantages of pedagogical education in theological seminaries and the level of pedagogical education compared to classical gymnasia. [ABSTRACT FROM AUTHOR]

The purpose of this study is to describe the implementation of the Christian values which associated with the mechanism of operational financing decision. This study uses an interpretative approach with post-positivism paradigm, and the design of this study is a single case study. The object of this study is Providensia Adonay theological seminary in Batu City. The data obtained through interviews and documentation. The result of this study revealed that the application of Christian values as the base for operational financing decision mechanism in the theological seminary would create a decision of operational financing form that not only managed honestly and independently but also reflect the faith and reflect the concern of others. For further research, it is expected to carry out research that integrates religious values with financial management. Such integration will contribute to the development of theory from both parties.

The article examines the educational processes of the transformation of Roman Catholic parish school in Podillya after its accession to the Russian Empire as a result of three divisions of the Commonwealth (late XVIII - first half of the nineteenth century). The confessional orientation is analyzed and the peculiarities of educational development of the population of Podolsk province are revealed. Particular attention was paid to certain aspects of the existence of the theological seminary in Podillya during the period. Annexing Right-Bank Ukraine, the Russian authorities found a rather extensive system of education in its territory, which was largely overseen by the Roman Catholic and Greek Catholic churches. Realizing this, from the very first days in the region, particularly in the Podillia, St. Petersburg began to limit the possibilities of Polish schooling and to shape the Russian education system. This was at the same time an active transformation in the spiritual and religious sphere. [ABSTRACT FROM AUTHOR]