This book contains a grassroots history of schooling as an instrument of Catholic conversion at a Jesuit mission in southern Zambia over a 75 year period. It provides a threefold division of the history dealing with initial cultural contact of the missionaries with the local Tonga. It then outlines the mission's role during Zambia's pre-independence and its possible links to nationalism. The work finally identifies the challenge of being a denominational school in post-independence Zambia.
This is a socio-historical study of schooling at Chikuni, a Jesuit mission station in Southern Zambia. It includes an examination of the dynamic processes operative at the mission over a 75 year period. During these years, the Jesuits interacted with successive generations of students and converts and with the representatives of successive political regimes, all of which were secular but each willing to use the mission as a means to its own ends. For many years Chikuni was the major representative of the Catholic church in southern Zambia. The emergence of a Catholic community is of its making. As its educational role expanded it also helped to form many who became leaders in post-independence Zambia. Though the Jesuits had not planned a political revolution, unwittingly they helped to bring one about. While the study identifies some of the difficulties connected with running a denominational school in present day Zambia, it argues for a more pivotal positioning of conversion as a socio-personal religious phenomenon in the curriculum if the mission school is to continue to be an effective agent of transformation.
Religious Conversion: An African Perspective includes a selection of key texts which are not easily accessible elsewhere. Most of the chapters discuss the long-standing thesis of Robin Horton who argues that religious change results from social transformation. The contributors provide different perspectives on what remains an ongoing provocative, though inconclusive debate. The book has chapters on conversion in Africa from such authorities as Robin Horton, Humphrey Fisher, and Richard Gray. It also contains chapters on Zambia by Elizaebeth Colson, Brendan Carmody, Austin Cheyeka, Felix Phiri and W Van Binsbergen. This collection of chapters provides an introduction to the discussion surrounding the query: Did the Christian and Muslim messages bring something fundamentally new to the African religious horizon? What has indigenisation meant? What is the role of traditional religion?
This book contains a grassroots history of schooling as an instrument of Catholic conversion at a Jesuit mission in southern Zambia over a 75 year period. It provides a threefold division of the history dealing with initial cultural contact of the missionaries with the local Tonga. It then outlines the mission's role during Zambia's pre-independence and its possible links to nationalism. The work finally identifies the challenge of being a denominational school in post-independence Zambia.
This book offers a detailed history of the development of teacher education in Zambia. Also analysed is the nature of education offered at different times and how the teacher and his/her education reflect this, arguing the need for a fundamentally new philosophy of education and a mode of teacher formation in line with it.
Religious Conversion: An African Perspective includes a selection of key texts which are not easily accessible elsewhere. Most of the chapters discuss the long-standing thesis of Robin Horton who argues that religious change results from social transformation. The contributors provide different perspectives on what remains an ongoing provocative, though inconclusive debate. The book has chapters on conversion in Africa from such authorities as Robin Horton, Humphrey Fisher, and Richard Gray. It also contains chapters on Zambia by Elizaebeth Colson, Brendan Carmody, Austin Cheyeka, Felix Phiri and W Van Binsbergen. This collection of chapters provides an introduction to the discussion surrounding the query: Did the Christian and Muslim messages bring something fundamentally new to the African religious horizon? What has indigenisation meant? What is the role of traditional religion?
This book contains a grassroots history of schooling as an instrument of Catholic conversion at a Jesuit mission in southern Zambia over a 75 year period. It provides a threefold division of the history dealing with initial cultural contact of the missionaries with the local Tonga. It then outlines the mission's role during Zambia's pre-independence and its possible links to nationalism. The work finally identifies the challenge of being a denominational school in post-independence Zambia.
This is a socio-historical study of schooling at Chikuni, a Jesuit mission station in Southern Zambia. It includes an examination of the dynamic processes operative at the mission over a 75 year period. During these years, the Jesuits interacted with successive generations of students and converts and with the representatives of successive political regimes, all of which were secular but each willing to use the mission as a means to its own ends. For many years Chikuni was the major representative of the Catholic church in southern Zambia. The emergence of a Catholic community is of its making. As its educational role expanded it also helped to form many who became leaders in post-independence Zambia. Though the Jesuits had not planned a political revolution, unwittingly they helped to bring one about. While the study identifies some of the difficulties connected with running a denominational school in present day Zambia, it argues for a more pivotal positioning of conversion as a socio-personal religious phenomenon in the curriculum if the mission school is to continue to be an effective agent of transformation.
This book offers a detailed history of the development of teacher education in Zambia. Also analysed is the nature of education offered at different times and how the teacher and his/her education reflect this, arguing the need for a fundamentally new philosophy of education and a mode of teacher formation in line with it.
The interdependence promoted by the WTO Agreement has exposed a number of critical vulnerabilities, leading to accusations that the treaty is unjust. This book offers a theory of WTO law which explains why the justice of the WTO Agreement needs to be understood on its own terms.
Offering a bold intervention in the ongoing debate about the relationship between 'theology' and 'science', Theology, Science and Life proposes that the strong demarcation between the two spheres is unsustainable; theology occurs within and not outside what we call 'science', and 'science' occurs within and not outside theology. The book applies this in a penetrating way to the most topical, contentious and philosophically charged science of late modernity: biology. Rejecting the easy dualism of expressions such as 'theology and science', 'theology or science', modern biology is examined so as to illuminate the nature of both. In making this argument, the book achieves two further things. It is the first major English-language reception and application of the thought of philosopher Hans Jonas in theology, and it makes a decisive contribution to the unfolding reception of 'Radical Orthodoxy', one of the most influential schools in contemporary Anglophone theology.
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