A major contribution to Puritan scholarship, 'Puritans and Predestination' presents the first consistent and thorough historical analysis of a key Puritan theological concept - predestination. For almost two centuries prior to 1695, English religious and cultural life endured a period of great upheaval. Dewey Wallace illuminates this complex era by tracing patterns of religious thought that took root in early English Protestantism and by explaining their social, cultural, and ecclesiastical implications. 'Puritans and Predestination' concludes that the differences between Puritan and Anglican theology were often subtle and sometimes nonexistent. Central to Protestant theology was the doctrine of grace - the notion that salvation was a divine gift, a free gift to those who believed. Among the many elements that constituted the doctrine of grace, predestination was the foremost. Wallace believes that shifting attitudes toward and emphases on predestination serve as both a measure of the extent of theological unity and an index of theological change. Among the significant conclusions documented in the course of this study are the importance of the Bucerian order of salvation in the early English Reformation, the anachronistic character of reading sharp differences in outlook between Puritan and Anglican, and the centrality of the piety and theology of grace in Puritanism. Wallace also explores the radically innovative character of the Laudian and Arminian theology, the inroads of rationalistic moralism into theology by the middle of the seventeenth century, and the emergence among later Stuart Dissenters of an evangelical pietism prefiguring the religion of the awakenings. This book will be indispensable to those interested in Puritanism and the theology of the Church of England.
A major contribution to Puritan scholarship, 'Puritans and Predestination' presents the first consistent and thorough historical analysis of a key Puritan theological concept - predestination. For almost two centuries prior to 1695, English religious and cultural life endured a period of great upheaval. Dewey Wallace illuminates this complex era by tracing patterns of religious thought that took root in early English Protestantism and by explaining their social, cultural, and ecclesiastical implications. 'Puritans and Predestination' concludes that the differences between Puritan and Anglican theology were often subtle and sometimes nonexistent. Central to Protestant theology was the doctrine of grace - the notion that salvation was a divine gift, a free gift to those who believed. Among the many elements that constituted the doctrine of grace, predestination was the foremost. Wallace believes that shifting attitudes toward and emphases on predestination serve as both a measure of the extent of theological unity and an index of theological change. Among the significant conclusions documented in the course of this study are the importance of the Bucerian order of salvation in the early English Reformation, the anachronistic character of reading sharp differences in outlook between Puritan and Anglican, and the centrality of the piety and theology of grace in Puritanism. Wallace also explores the radically innovative character of the Laudian and Arminian theology, the inroads of rationalistic moralism into theology by the middle of the seventeenth century, and the emergence among later Stuart Dissenters of an evangelical pietism prefiguring the religion of the awakenings. This book will be indispensable to those interested in Puritanism and the theology of the Church of England.
Dewey Wallace tells the story of several prominent English Calvinist actors and thinkers in the first generations after the beginning of the Restoration. He seeks to overturn conventional clichés about Calvinism: that it was anti-mystical, that it allowed no scope for the ''ancient theology'' that characterized much of Renaissance learning, that its piety was harshly predestinarian, that it was uninterested in natural theology, and that it had been purged from the established church by the end of the seventeenth century. In the midst of conflicts between Church and Dissent and the intellectual challenges of the dawning age of Enlightenment, Calvinist individuals and groups dealt with deism, anti-Trinitarianism, and scoffing atheism--usually understood as godlessness--by choosing different emphases in their defense and promotion of Calvinist piety and theology. Wallace shows that in each case, there was not only persistence in an earlier Calvinist trajectory, but also a transformation of the Calvinist heritage into a new mode of thinking and acting. The different paths taken illustrate the rich variety of English Calvinism in the period. This study presents description and analysis of the mystical Calvinism of Peter Sterry, the hermeticist Calvinism of Theophilus Gale, the evangelical Calvinism of Joseph Alleine and the circle that promoted his legacy, the natural theology of the moderate Calvinist Presbyterians Richard Baxter, William Bates, and John Howe, and the Church of England Calvinism of John Edwards. Shapers of English Calvinism, 1660-1714 illuminates the religious and intellectual history of the era between the Reformation and modernity, offering fascinating insight into the development of Calvinism and also into English Puritanism as it transitioned into Dissent.
Dictionary of Education is a comprehensive resource on John Dewey’s approach to education. With smart, concise definitions pertaining to Dewey’s philosophies, editor Ralph B. Winn has constructed a classic dictionary and indispensable tool for anyone who wants ready access to Dewey’s most incisive thought on crucial points in the study of education.
John Dewey's Democracy and Education: An Introduction to the Philosophy of Education seeks to both critique and further the educational philosophies espoused by both Rousseau and Plato. Dewey found that Rousseau's ideas overemphasized the individual, whereas Plato's did the same with the society that the individual lived in. Dewey felt this distinction to be a false one, seeing the formation of our minds as a communal process, like Vygotsky did. Hence an individual makes sense only as a part of society, and the society makes sense only as a realization of its individuals.
The two short, influential books represent the earliest authoritative statement of the famed educator's revolutionary emphasis on education as an experimental, child-centered process. 4 halftones and 4 charts.
Orville Dewey (March 28, 1794 - March 21, 1882) was an American Unitarian minister. Dewey was born in Sheffield, Massachusetts. He was naturally thoughtful, and was encouraged in his love of reading by his father. In 1823 he became pastor of the Unitarian Church in New Bedford, remaining there for ten years, until he went to Europe on account of his health. He was called to the second Unitarian Church of New York in 1835, which during his ministry built the Church of the Messiah. In 1840, he was elected into the National Academy of Design as an Honorary Academician. In 1842 his health again failed, and he went a second time to Europe, returning in 1844.
Some hundred years after John Dewey worked to illuminate what it means to educate and how public education serves as the bedrock of democracy, his seminal Democracy and Education speaks urgently not only to critical contemporary educational issues but to contemporary political issues as well. As mania for testing forces a steadily narrowing curriculum, Dewey explains why democracy cannot “flourish” if “the chief influences in selecting subject matter of instruction are utilitarian ends narrowly conceived for the masses.” As such utilitarian subject matter is increasingly placed online, isolating individual students and their electronic screens, he insists that education happens not through direct instruction but “indirectly by means of the environment” where members of a community engage in meaningful tasks. As the American population appears increasingly subject to rhetorical manipulation and ideological extremism, Dewey imagines the possibility of education cultivating “habits of mind which secure social changes without introducing disorder.” Insightful and inspiring, Dewey’s classic reintroduces readers to educational and political possibilities hard to remember as political and corporate forces to work reshape American public schools in the service of global profit rather than democratic life. Myers Education Press’s Timely Classics in Education offer readers the opportunity to return to the original works of giants whose influence on education have persisted through the years. Critical introductions to each work offer information on the context of the original work as well as insights into current relevance. For readers unfamiliar with each text, the introductions provide entrée to the work; for experienced readers, the series offers an opportunity to return to original works untainted by the distortions of decades of interpretation. Unlike poorly produced facsimile editions, Timely Classics are high-quality products. They can be adopted for use in many types of education classes. Perfect for courses in: Social Foundations of Education, Political and Social Foundations of Education, Foundations of American Education, Foundations of Education, Introduction to Education Theory and Policy, Philosophy and Education, History of American Education, and The Philosophy of John Dewey.
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