week 6 respond
Netta Collins
Calvin and Loyola
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Ignatius Loyola is considered by George Kurian and Mark Lamport[1] to be a significant contributor to the modern education system, with his theological philosophy shaping the development of the Jesuit schools and universities. Notably, Loyola framed his theological philosophy of education around his own life context; adherence to a modest life, discipline (in both intellectual and physical pursuits) and unity in application of understanding about the world. Kurian and Lamport position this philosophy as promoting that “all truth is God’s truth”. [2] His text, “Spiritual Exercises”, highlights his overarching goal towards sanctification through education, as “learning was ultimately an act of obedience to God”. [3] Loyola’s promotion of education as free and universal aligns with Christ’s message to “freely give” (Matt 10:8).
John Calvin’s initial education as a lawyer, under the insistence of his father, shaped his sharp intellect, enabling him to develop and produce some of the most significant theological writing of the Reformation. [4] His influence over education, however, is notable through his positioning of the church as a “school for Christ”. [5] Calvin demonstrated teaching within his role as pastor of the church in Geneva, endeavouring to “distribute biblical truths through the means of preaching, writing and reading.” [6] He placed the Bible as the key to education, developing both a “literate laity” and “trained teachers”. [7] He envisioned the church as community, with learners connecting and maturing through their growing knowledge of Christ. The centerpiece of this approach is the focus on the development of general literacy, enabling all citizens to have access to the Word of God. Calvin used catechisms as a means of educating children on key doctrine, which had the overarching goals of both instruction and protection. [8]
Huldrych Zwingli provides an interesting platform to compare and contrast against Loyola and Calvin, in his approach to theological education. His position of “sola scriptura”, wrapped firmly in his position of the text of the Bible as the center of teaching, aligns him with Calvin’s placement of the Bible as key. [9] Although Loyola placed high value on the Bible, as expressed in his concept of truth, his central philosophy can be more closely identified as the development of religious obedience. All three men believed in the study of Hebrew and Greek as key to the successful exegesis of Scripture, and they also included study of Latin within their education systems. The motivation for this study was to remove the mystery surrounding Catholic masses spoken in Latin. All three promote the use of repetition as a teaching strategy. Whilst this may sound more pedagogical than theological, this principle can be seen in Deuteronomy 6:6-9, as God commands the Israelites to diligently learn the law. This practice of study and application to knowing the word of God, and thereby knowing God, is encouraged through the Old and New Testament (Deut 11:18, 30:14; Ps 37:31, 119:11; Prov 3:3; Ezek 40:4; Acts 17:11; 2 Tim 2:15).
A significant point of difference between Zwingli and, Loyola and Calvin, is in his placement of the importance of the Holy Spirit for illumination of understanding of Biblical text. [10] Zwingli argued that due to man’s fallen nature, the Bible would not be accessible to those who have not received Christ, as faith is necessary to receive the Holy Spirit. Neither Calvin, nor Loyola, place a central focus on the work of the Holy Spirit to the education and understanding of the church.
References
Bruce, Dustin, Timothy Paul Jones and Michael Wilder, “John Calvin: Teacher in the school of Christ”, In A Legacy of Religious Educators. Ed. Elmer L Towns and Benjamin K Forrest. Lynchburg, VA. Liberty University Press, 2017.
Cho, Dongsun. “Huldrych Zwingli: A Christian humanistic educator”. In A Legacy of Religious Educators. Ed. Elmer L Towns and Benjamin K Forrest. Lynchburg, VA. Liberty University Press, 2017.
Kurian, George Thomas and Mark A Lamport, “Ignatius Loyola: Soldier of the exercised mind and disciplined spirit”. In A Legacy of Religious Educators. Ed. Elmer L Towns and Benjamin K Forrest. Lynchburg, VA. Liberty University Press, 2017.
[1] George Thomas Kurian and Mark A Lamport, “Ignatius Loyola: Soldier of the exercised mind and disciplined spirit”, in A Legacy of Religious Educators, Ed. Elmer L Towns and Benjamin K Forrest, (Lynchburg, VA: Liberty University Press, 2017).
[2] Ibid., 157.
[3] Ibid.
[4] Dustin Bruce, Timothy Paul Jones and Michael Wilder, “John Calvin: Teacher in the school of Christ”, in A Legacy of Religious Educators, Ed. Elmer L Towns and Benjamin K Forrest, (Lynchburg, VA: Liberty University Press, 2017).
[5] Ibid., 191.
[6] Ibid., 190.
[7] Ibid., 194.
[8] Ibid.
[9] Ibid., 190.
Dongsun Cho, “Huldrych Zwingli: A Christian humanistic educator”, in A Legacy of Religious Educators, Ed. Elmer L Towns and Benjamin K Forrest, (Lynchburg, VA: Liberty University Press, 2017).
[10] Ibid., 141.
Some suggestions up front.
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This is our opportunity to hear each other's observations and engage each other in a manner that expands our learning. Don't let it be just another pedantic exercise in presenting and critiquing. Rather engage each other expecting to have your own mind expanded while helping others see beyond what they had seen. Discussion is a powerful learning tool and one that relatively few teachers use well. So see this as a laboratory in which you can practice and sharpen your skill at helping people consider and expand rather than simply trying to convince each other of a position already taken.
In selecting the two educators you wish to consider, look for people with whom you are not yet familiar. There are some very interesting individuals discussed in the text. Compare, contrast, critique, ask questions. Think of this less as a formal paper and more as a set of observations. What intrigues you? What questions do they raise for you? Out of what cultural realities are their ideas coming? How might those ideas work or not work in your environment? Etc. Have some fun with it. It would also be interesting to throw Paul into the comparison. We have been listening to him talk about the foundations and practice of his teaching ministry. It would be interesting to trace that further through Philippians. And just so you know. I am kind of bored with the reformers. Typically most of the posts are about the same four or five reformers. While they are certainly worthy of consideration, I am a whole lot more intrigued with discussions of some of the other many worthy educators in the book just because they are less talked about. And when I am more intrigued, I tend to be happier. And when I am happier, it tends to reflect in happier grades. Just saying :) Have some fun with it.
Next week you will be assigned the replies, but I would suggest doing them as soon as possible just so that the thought process is fresh. Please in responding, think of it less as evaluation of someone's work and more as adding to the conversation with a new set of thoughts. I am looking forward to a robust conversation that grows us all in a significant manner. Enjoy.
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