Author: David Cornick

Ecclesiology 6 (2010) 265–273 © Koninklijke Brill NV, Leiden, 2010 DOI 10.1163/174553110X518540 brill.nl/ecso ECCLESIOLOGY Calvin and the Quest for Christian Unity: An Unexpected Legacy David Cornick Robinson College, Cambridge CB3 9AN dc245@cam.ac.uk Abstract Th e paper argues that Calvin

In: Ecclesiology
Author: Nico Koopman

© Koninklijke Brill NV, Leiden, 2008 DOI: 10.1163/156973108X272630 Journal of Reformed Th eology 2 (2008) 28-39 www.brill.nl/jrt Th e Confession of Belhar 1986: A Guide for Justice, Reconciliation, and Unity 1 Nico Koopman Professor of Systematic Th eology and Ethics, University of Stellenbosch

In: Journal of Reformed Theology
Author: Shalom Holtz

© Koninklijke Brill NV, Leiden, 2008 DOI: 10.1163/156853308X312690 Vetus Testamentum 58 (2008) 367-380 www.brill.nl/vt Vetus Testamentum Th e Th ematic Unity of Psalm cxliv in Light of Mesopotamian Royal Ideology * Shalom E. Holtz New York Abstract Psalm cxliv, which according to many scholars

In: Vetus Testamentum
Editor: Daniel Tröhler
One characteristic of modern societies is that they are likely to assign their social problems to education. Arising in the specific context of the late eighteenth century, this ‘educational reflex’ paved the way for education to become an important social factor on regional, national and global scales. Witnesses for this upswing are for instance the expansion of compulsory schooling, the state organization and tertiarization of teacher education and thus the introduction of education departments in the universities.
However, in contrast to the social artefact of modern societies – pluralism in languages, cultures, values, and customs –, education research seems in many respects still committed to ideas of unity or uniformity. For instance, the global standardization movement fosters uniformity in curriculum and content to serve the purpose of dominant global evaluation schemes, which in turn are based on the idea of human cognition as an immutable arrangement of mental processes with regard to learning. Moreover, critics of these developments often argue with arguments and convictions that can be traced back to the time when the education sciences emerged in the context of the cultural and political idea of the uniform national state.
Obviously, today’s education research often operates using concepts that are derived from ideas of unity and uniformity in order to tackle the challenges of cultural and linguistic plurality in the context of democratic societies. This is both a paradox and an occasion to reflect upon the present and future role of education research in the context of modern societies in four attempts: Education Systems in Historical, Cultural, and Sociological Perspectives (Vol. 1); Multimodality and Multilingualism: Current Challenges for Education Studies (Vol. 2); Professionalization of Actors in Education Domains (Vol. 3); Education and Learning in Non-Formal Contexts (Vol. 4).