Under the influence of the evangelical movement in the 18th and early 19th centuries education, in one form or another, was brought to a vast number of people in England and Wales. Originally published in 1969, it is this phenomenon that forms the subject of Dr McLeish's book.
The two central figures are Griffith Jones and Hannah More and the movements are seen almost entirely through their work. Dr McLeish examines the nature and aims of the schools which were established; their economics and organisation; their progress and achievement; the social background in which they flourished.
In the second part of his book Dr McLeish attempts a bold synthesis. He analyses these data in light of four essentially modern social theories - Marxist dialectics, the functionalist anthropology of Malinowski, Freudian psychoanalysis, and the sociology of Talcott Parsons. The author does not pretend to provide all the answers. What he suggests is a way of looking at history that is open-minded and eclectic and vitalizing in the perspectives which it offers.
This is an introduction to the World's major religions from a Catholic Perspective. There is no single standard textbook that outlines the official Roman Catholic theological position in relation to other religions which then explicates this orientation theologically and phenomenologically in relation to the four main religions of the world and the flowering of new religious movements in the west. The present project will cover this serious gap in the literature. After outlining the teaching of Vatican II and the magisterium since then (chapter one), each subsequent chapter will be divided equally between: an exposition of the history and features of the religion or movement being studied; and a serious theological analysis of these features, showing how these religions do have elements in common, as well as how they differ in fundamental ways from Catholicism.
The cognitive science of religion is a relatively new academic field in the study of the origins and causes of religious belief and behaviour. The focal point of empirical research is the role of basic human cognitive functions in the formation and transmission of religious beliefs. However, many theologians and religious scholars are concerned that this perspective will reduce and replace explanations based in religious traditions, beliefs, and values. This book attempts to bridge the reductionist divide between science and religion through examination and critique of different aspects of the cognitive science of religion and offers a conciliatory approach that investigates the multiple causal factors involved in the emergence of religion.
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