A Scottish diaspora: influences on educational planning in twentieth-century England

Grant regulations under the Education Minutes of 1846 prohibited ministers of religion teaching in aided schools. This article examines the background to this professional disability, the extent of its application and its survival for 112 years. The impact of changing social conditions and the creation of new justifications as the policy became anachronistic are discussed. The fiftieth anniversary of its abolition in 1959 allows a long view of this regulation, unjust yet remarkably resistant to change. Documentary sources, public and personal, reveal the actions of policy‐makers and concerns of groups and individuals, and expose complex issues forming the historical context of this contested aspect of teacher employment. Attention is given to the effects of central policy on individual schools and teachers at significant stages in the account. Finally, suggestions are made for further research on the employment of ordained teachers since the ban was lifted 50 years ago.     

美国宪法与美国宗教信仰自由

美国宪法和联邦最高法院的宪法性判例将宗教信仰自由作为基本人权加以保护,并具体从信仰自由和政教分离两方面进行界定,使宗教信仰自由作为一种宪法观念深入人心。但美国是一个极具基督教传统的国家,信教者人数众多,因而美国的信教自由和政教分离又十分不彻底,这不仅表现在生活中,而且体现在法律上。     

A situational crime prevention analysis of Anglican clergy’s child protective practices

To date, a predominant focus within the field of ‘clerical collar crime’ has revolved around institutional-level church responses to child sexual abuse events, survivors and offenders. Comparatively, little attention has been directed towards the micro-level and in particular, examining clerical responses to child sexual abuse. This article presents empirical findings concerning the ‘everyday’ child protective practices of Anglican clergy in the Diocese of Tasmania, Australia. Research data was acquired through open-ended qualitative interviews conducted with a sample of 34 clergy in a broader study of clerical culture, habitus and life amidst the ‘church abuse crisis’. The framework of Situational Crime Prevention is employed to evaluate the feasibility of clergy’s child-safe practices and comment on how these practices could be further altered through professional development. Research findings demonstrate that clergy possess an active awareness of risk, and execute a series of protective measures to minimise both sexual interactions with children and allegations of impropriety.     

清末民国时期武汉教会中小学校探析

第二次鸦片战争后,汉口开埠,传教士进入武汉传教,并且兴办了一大批教会中小学校。教会中小学客观上将近代办学模式和理念引入内地,在特色办学上也颇有成效。它的出现对武汉教育及社会的现代化产生了一定的催化作用。     

The Power and Function of Images in Northern Europe During the Migration Period

ABSTRACT

In the fifth and early sixth centuries, numerous objects in northern Europe were decorated in a particularly consistent visual style (‘Germanic Animal Style I’). This article argues that we should treat these images not simply as representations of cultural notions, but as an active part in the process of creating a shared elite identity, formed during a particular period of historical crisis.     

教会对战地的慈善救济--以民国时期的湖南地区为例

民国时期,湖南的兵灾主要发生在南北军阀混战和抗日战争时期.在湘的教会力量积极参与每次重大的兵灾救济,通过治疗伤病兵、救济难民生活等方式,缓解了战争给社会正常运转带来的压力.教会进行的兵灾救济还在推进中国慈善事业的发展、培植非国家力量、增进国人对西方文化的理解方面发挥了一定的作用.教会的兵灾救济活动是湖南近代灾荒救济的重要组成部分.     

欧洲中世纪大学的兴起及其借鉴

欧洲中世纪大学是中世纪教育发展史最为重要的结果,现代大学起源于中世纪大学,它的许多传统都对近现代大学的形成和发展有着深远的影响。本文对欧洲中世纪大学的产生及其产生的重要意义进行了简要介绍和分析,以史为鉴,以指导我们现代大学的发展与完善。     

中世纪的王权与教权

公元5—15世纪是西欧的封建社会时期,这一千年是欧洲“黑暗”的中世纪时期。中世纪西欧的王权和教权是一个十分复杂的问题,也是中世纪西欧历史重要的内容。这一时期,西欧世俗王权与教会是并存的两大政治力量,二者时而勾结合作,时而冲突。封建社会确立初期,教会依附并支持世俗政权。自10世纪开始,教会实力不断增强,教皇开始与世俗君主争夺西欧最高统治权的斗争。13世纪教权达到顶峰。中世纪后期,教权在与强大起来的英法王权斗争中失败,教权最终从属于王权。     

Universities and the humanities,then and now

Over the centuries, universities have functioned as gatekeepers and treasurers of received knowledge, while concomitantly furthering innovative contributions to society. Yet, when cultivating research ‘silos’, universities encourage scholars to explore in seeming isolation. Out of such tensions, universities have supported, and will continue to pursue, different kinds of, and approaches to, furthering knowledge and creativity. In the past, the humanities had been central to this mission. More recently, however, the efficient and global acceleration of consumer-oriented ‘knowledge production and consumption’ seems to form a critical factor upsetting the centrality of the humanities in university cultures. In this context, exploring the academic communities of the late middle ages proves to be a useful exercise. Forged in strong relationships with ecclesiastical and secular powers, mediaeval universities nonetheless share critical concerns with today’s academic institutions; thus, they too were constrained by the need to attract and exact excellence, to navigate relationships with their immediate environs, and to train professionals, who could ensure continuity in academic communities, the church, and the imperial courts. In other words, mediaeval universities also experienced polarising tensions that reveal consonances between then and now and that can gloss today’s acceleration driving the consumer model of knowledge production and consumption, while also encouraging scholars to form more explicit links to external constituencies.     

美国女传教士与福建近代公共空间的文化传播——以夏咏美、蒲星氏和安毓明为个案

近代美国“学生志愿海外传教运动”促进了当时在华传教士教师的专业化进程。到海外传教成为美国知识女性突破国内性别壁垒的职业选择,夏咏美、蒲星氏和安毓明在这一浪潮里先后入闽从事教育与慈善等公共事业。以三个地方性个案为例,解读女性志愿者在国家力量与专业知识支持下促使福建社会公共空间向当地女性开放的进程。