By John T. Flint
ISBN-10: 0511570953
ISBN-13: 9780511570957
ISBN-10: 0521031818
ISBN-13: 9780521031813
ISBN-10: 052137099X
ISBN-13: 9780521370998
This research in old sociology explores the connection among academic improvement and non secular swap in Norwegian society in the course of a interval of important social and fiscal transition. John Flint strains the methods wherein the laity substantially diminished clerical keep an eye on over spiritual associations. He examines census fabrics, reviews to the Ministries of the Church and schooling, and data from organizational histories, utilizing historic position research to explain the altering relationships between kingdom church pastors, parish tuition academics, students, mom and dad, and lay preachers. In his exam of the move towards mass literacy, John Flint attracts on and contributes to the sociology of comparative schooling improvement. His findings from this Norwegian research have wider theoretical and methodological implications, and should be of curiosity to historians and sociologists learning faith and schooling.
Read Online or Download Historical Role Analysis in the Study of Religious Change: Mass Educational Development in Norway, 1740-1891 (American Sociological Association Rose Monographs) PDF
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Additional info for Historical Role Analysis in the Study of Religious Change: Mass Educational Development in Norway, 1740-1891 (American Sociological Association Rose Monographs)
Sample text
Two localized and transitory anti-Haugean splinter groups appeared during the 1820s: the Staerketroende (Strong Believers) in southern Rogaland and the Feigians from Luster parish, which had been an early Haugean center at the inner reaches of the Sognefjord. 41 The Haugean model for an activist priesthood of all believers proved irreversible, at least among awakened segments of the laity. Clerical generations 29 The clerical control system in transitions, 1814-1845 Several generations of lay encounters with Pontoppidan via the parish school system issued in widespread religious literacy and heightened sensitivity to doctrinal issues, strongly tinged by experiential criteria of religiosity.
First of all, the experienced level of doctrinal dissonance was not necessarily very high, since Pontoppidan's Explanation was certainly no handbook for heretics. His orthodoxy, in a generic sense, was not directly open to question. Luther's Little Catechism was, after all, the foundation upon which his Explanation was constructed. 23 These dealt systematically with each petition of the Lord's Prayer, the Ten Commandments, each element of the Creed, the sacraments of Baptism and Communion, etc.
All evidence indicates that the formal relationships between preachers, teachers, pupils, and their parents remained essentially unchanged. What did change were the theological orientations of the clergy in control of the system. A priori, the impact of these clerical styles upon lay religiosity should have been greatly enhanced via their parish school teachers. The teachers were selected from and trained within a self-perpetuating system. Superior performance at Confirmation comprised the fundamental qualification for their teaching position.
Historical Role Analysis in the Study of Religious Change: Mass Educational Development in Norway, 1740-1891 (American Sociological Association Rose Monographs) by John T. Flint
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