The Consortium for Classical and Lutheran Education :: XIII

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FW: [ClassicalLutheranHomeschoolers] Issues, Etc

 

Tomorrow, Feb. 15, Issues, Etc. will feature Rev. Dr. Steven Hein on classical Lutheran education @ 4pm CST.

 

Consortium for Classical and Lutheran Education

www.ccle.org

 

 

FW: Dare to Be Wise: The Early Reformation and Education

From Dr. Phillips and Steadfast Lutherans…

 

Feed: Steadfast Lutherans
Posted on: Monday, February 04, 2013 7:15 AM
Author: Dr. Matthew Phillips
Subject: Dare to Be Wise: The Early Reformation and Education

 

"When schools flourish, things go well and the church is secure. Let us make more doctors and masters.  The youth is the church's nursery and fountainhead.  When we are dead, where are others [to take our place] if there are no schools? God has preserved the church through the schools.  They are the preservers of the church."[1] In this quote we hear an older Luther (1542-43) commenting on the importance of schools for preserving the Christian faith and the church.  Here we will examine the relationship between the early Reformation and educational reform.  While most Lutherans are familiar with Luther's 95 Theses, we sometimes fail to understand that the Reformation of the Western Christian Church began as a reform of the University of Wittenberg's curriculum, particularly, its theological curriculum.  In fact, Luther initially published the 95 Theses to call for an academic debate concerning indulgences and grace.  As Alister McGrath has noted, "Lutheranism originated within, and initially developed within, the theological faculty of an obscure German university."[2] Renaissance humanists' emphasis on a return to the original sources of Greco-Roman civilization resulted in the expansion of the study of the sacred languages in the fifteenth and sixteenth centuries.  The theologians at Wittenberg, led by Martin Luther, sought to harness this learning for the specific purpose of discovering theological truth.  This meant the close study of Latin, Greek, and Hebrew.  In fact, Luther's diligent examination of the Bible in its original languages and the writings of Augustine of Hippo (influential theologian from late antiquity) led to his understanding of salvation as justification by faith alone though grace on the account of Christ.   By 1517 Luther had written that this new focus on the Bible in its original languages and St Augustine's writings was replacing the late medieval scholastics' emphasis in their numerous commentaries on the integration of Aristotle's ethical and metaphysical writings with the Bible and other theological writings.[3] In 1518 these curricular reforms gained an important proponent in the person of Philip Melanchthon.  At the age of twenty one Melanchthon became professor of Greek at the University of Wittenberg.  He quickly became an immensely popular teacher who eventually gave lectures on classical Greek and biblical texts.  A genius devoted to Greek and Latin literature, Philip signaled his desire for educational reform in his inaugural lecture to the faculty and students of Wittenberg in 1518.  He encouraged all students to learn Greek as thoroughly as Latin.  In this manner the students could read theology, history, orations, and poetry in their original languages.  Melanchthon asserted that the Christian church had become corrupt because it lacked the proper study of these subjects.  Finally, he exhorted the students at Wittenberg to "dare to be wise" through the intense and thorough study of ancient Latin and Greek authors.[4] The publication of the 95 Theses caused a much greater debate in sixteenth-century European society than Luther had anticipated.  Indeed, from 1518 to 1521 Luther's 95 Theses and subsequent theological writings engendered a debate that led to a theological and ecclesiastical division in Western Christendom.  By 1520 Luther focused explicitly on the doctrine of justification by faith in Christ alone and the interpretation of the Bible as God's law and gospel.  During this same period, Luther and his colleagues implemented a series of curricular reforms that linked a strong focus on Greek and Latin classical texts with theological renewal.[5] In 1520 Luther included a section on the reform of the universities in his famous treatise, To the Christian Nobility of the German Nation Concerning the Reform of the Christian Estate.  In this work Luther petitioned the newly-elected Holy Roman Emperor, Charles V, and the German nobility to implement a reform program.  While Luther discussed the possibility of a church council and emphasized the spiritual equality of lay people and clergy, he also addressed such issues as poverty relief and the reform of schools and universities.  Luther plainly stated, "the universities, too, need a good, thorough reformation."[6] In Luther's explanation of this reformation of the universities we may observe his desire to spread the curricular reforms which the Wittenberg faculty members had already initiated at their own university.  He proposed that Aristotle's works on nature, spiritual matters, the soul, and ethics should be removed.  These works contradicted the Bible's teachings on these matters.  What should be taught?  Luther agreed to keep Aristotle's works on logic, rhetoric, and poetry, and Cicero's work on rhetoric.  These works would teach the student to speak and preach properly.  In addition to these writings, the Reformer recommended the study of the sacred languages, mathematics, and history.  Luther believed that the reform of universities would help form the future pastors and political leaders in the Holy Roman Empire.  He concluded simply, "nothing could be more devilish or disastrous than unreformed universities."[7] Dr. Luther exhorted theologians to focus on the Bible as their main text and reject the overabundance of late medieval commentaries that contained many erroneous opinions.  While this did not mean all other theological books should be rejected, Luther did intend for the Holy Scriptures to be the main text in universities and in other schools.  Following this section, Luther called for the establishment of elementary schools for boys and girls in every town throughout Germany.  Returning to his discussion of the theological curriculum at universities, Luther famously proclaimed, "I would advise no one to send his child where the Holy Scriptures are not supreme.  Every institution that does not unceasingly pursue the study of God's word becomes corrupt…..I greatly fear that the universities, unless they teach the Holy Scriptures diligently and impress them on the young students, are wide gates of hell."[8] [1] Martin Luther, "Table Talk no. 5557," trans. Theodore G. Tappert, Luther's Works, volume 54 (Philadelphia 1967),  452. [Hereafter LW with volume and page number.] [2] Alister McGrath, The Intellectual Origins of the European Reformation (Oxford 1987), 59. [3] Ibid., 32-68.  See also Idem, Luther's Theology of the Cross (Oxford 1985), 40-53. [4] Carter Lindberg, The European Reformation, 2nd Ed. (Oxford 2010), 88-89; Idem, The European Reformations: Sourcebook (Oxford 2000), 51; Marilyn J. Haran, Martin Luther: Learning for Life (St Louis 1997), 157-158; 172-176; Martin Brecht, Martin Luther: His Road to Reformation, vol. 1, trans. James L. Schaaf (Minneapolis 1985), 279; Jon Steffen Bruss, "Melanchthon and the Wittenberg Reception of Hellenism, 1518-1526: Bonae Literae et Renascentes Musae," Logia  17 (2008): 7-12. [5] Harran, Luther: Learning for Life, 158-164; Brecht, Luther, 229, 275-282.  [6] LW 44: 200; Brecht, Luther, 369-379. [7] LW 44: 200-202. (quote on p. 202.); Harran, Luther: Learning for Life, 167-172. [8] LW 44: 204-207.

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FW: News from Memorial Lutheran School

(Excerpted and Reproduced with Permission)

 

On Technology…

 

From: LouAnn Webber
Sent: Friday, January 18, 2013 2:31 PM
Subject: News from Memorial Lutheran School

 

Memorial Lutheran School Building a Strong Foundation News and Updates January 18, 2013 Headmaster's Greeting    Technology and Classical Education   Technology is a beneficial part of our world. I am not a gadget geek, but I greatly appreciate the techno-tools that make my life and work easier. For example, writing on a computer is far easier for me than writing with pen and paper. Oh, I still do my research on paper, and I still craft my basic theme and rough outline on paper, but I do the actual writing on the computer. The reason being, since I can easily correct, add, or rearrange things, the computer allows me to concentrate on what I am saying without worrying about the mechanics of how I am saying it until the second draft.   In the mid-nineties, Neil Postman wrote of the threat of technopoly. When technology goes beyond its utilitarian function and begins to shape and even monopolize our thinking, he says, we are witnessing the advent of technopoly. Two decades after Postman's warnings, I see no evidence that that he was right; we are no closer to technology controlling us or taking over our minds. However, future generations will and do have a different relationship with electronic technology than does my generation. They have grown up with it, whereas I had to learn to use it as an adult.   This became apparent to me when I recently visited my granddaughters in New York. The three-year-old is all girl and loves changing into her prettiest outfits ... several times a day. No surprise there, but the second of my granddaughters did surprise me. Though she is only eighteen months old and speaks only in grunts, her skill at using an IPad is amazing and certainly surpasses my own. Watching her, it occurred to me that Postman might have it backward-rather than humans being changed by technology, technology is being adapted to fit human thinking and behavior; that is, it is becoming more intuitive.   So, what is the point of this discourse? Simply this: When it comes to education, we hardly need to teach students how to use computers any more-just how to use them safely and responsibly. Instead, we must teach them how to read, how to write, how to cipher, and how to think, so they in turn can use the techno-tools they have grown up with to accomplish their tasks. Technology is a great tool, but it cannot and will not ever replace the need to read, to write, and to think well. Viva la Classical Education!   Pastor Heine    Memorial Lutheran Church and School 5800 Westheimer Road Houston, TX 77057-5617 School phone: 713-782-4022  ext. 317 bheine@mlchouston.org            .       In This Issue MLK Day Holiday Basketball Auction Sponsor Thanks WHAM Thank You Academic Quest at LHN Students of the Week Calendar of Events

 

.Memorial Lutheran Church and School | 5800 Westheimer Rd. | Houston | TX | 77057

 

FW: Schools, Pastors, and Preachers

Luther…

 

Feed: Historia et Memoria
Posted on: Thursday, December 06, 2012 7:26 PM
Author: Matthew Phillips
Subject: Schools, Pastors, and Preachers

 

"Now I have preached and written a great deal urging that good schools should be established in the cities in order that we might produce educated men and women, whence good Christian pastors and preachers might come forth so that the word of God might continue to flourish richly.  But people take such an indifferent attitude toward the matter, pretending that it might cost them their whole livelihood and temporal possessions, that I fear the time will come when schoolmasters, pastors, and preachers alike will have to quit, let the word go, and turn to a trade or some other means of stilling the pangs of hunger; just as the Levites had to abandon the worship of God to till the fields, as Nehemiah writes [Neh. 13:10]."  Martin Luther, "Exposition of Psalm 127, for the Christians at Riga in Livonia," Luther's Works, vol. 45, p. 318.

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FW: Grammar rules

Consider…

 

Feed: respublica
Posted on: Monday, September 24, 2012 11:38 AM
Author: Diane Meyer
Subject: Grammar rules

 

If you get the jokes, you do know your grammar click to enlarge

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FW: See us in Fort Wayne at “Lutheranism and the Classics”

Later this month…

 

Feed: Concordia Academic
Posted on: Friday, September 14, 2012 8:36 AM
Author: mayesbtg
Subject: See us in Fort Wayne at "Lutheranism and the Classics"

 

The second "Lutheranism and the Classics" conference at Concordia Theological Seminary, Fort Wayne, Ind. (Sept. 28–29, 2012) presents an opportunity to consider what the wisdom and literature of the ancient past can contribute to Christian faith and life today. CPH editor Dr. Benjamin Mayes will be at the conference, and looks forward to meeting you. E-mail him at benjamin.mayes@cph.org if you'd like to schedule a meeting. CPH authors presenting research papers in the conference include: Dr. Carl P. E. Springer, translator for Luther's Works: American Edition, will present on "Bach's Latin." Dr. William C. Weinrich, author of the upcoming Concordia Commentary on John, will present "The Virtuous Anger of God: Lactantius' De ira dei in Conversation with the Philosophy of the Third Century." Dr. Joseph Herl, editor of the upcoming LSB Hymnal Companion, will present "Gregorian Chant in Sixteenth- and Seventeenth-Century Lutheranism." Rev. Wade R. Johnston, translator for Luther's Works: American Edition, will present "Spare the Rod, Hate the Child." Dr. Thomas Korcok, author of Lutheran Education: From Wittenberg to the Future, will present "Master Müntzer! 10 Minutes in the Naughty Corner for Failing Your Logic Test." Dr. Benjamin T. G. Mayes, editor of Johann Gerhard's Theological Commonplaces and managing editor of Luther's Works: American Edition, will present "Johann Gerhard on the Authority of the Early Church Fathers." Dr. Franz Posset, author of The Real Luther: A Friar at Erfurt and Wittenberg, will present "The Disputation between Athanasius and Arius: Luther's First Reading Assignment while a Novice in the Augustinian Friary of Erfurt." Dr. Jason R. Soenksen, author of the upcoming Concordia Commentary on Micah, will present "Interpreting the Speaker of the Text: Homeric Scholarship and the Fathers and Luther on Psalms." Rev. Joshua J. Hayes, assistant editor of Johann Gerhard's Theological Commonplaces, will present "The Muses Play David's Cithara: Helius Eobanus Hessus' Latin Versification of the Psalter." Dr. Cameron A. MacKenzie, author of LifeLight: 1,2,3 John and LifeLight Foundations: Ministry, will present "Only by Maintaining Luther's Languages Can We Retain the Authentic Luther."   LUTHERANISM & THE CLASSICS II: READING THE CHURCH FATHERS September 28-29, 2012 Concordia Theological Seminary Fort Wayne, Indiana Although the fathers of the church occasionally erred, Lutherans have always had the highest regard for such ancient teachers as, e.g., Augustine, Jerome and Chrysostom, as well as the old Lutheran theologians Chemnitz, Hunnius, Selnecker, Calov and others. Concordia Theological Seminary is pleased, therefore, to offer the second Lutheranism and the Classics Conference under the theme, "Reading the Church Fathers." The conference features three plenary papers, a banquet address and 20 sectional presenters on the Reformation-era reception of the Latin/Greek fathers, classical authors, ancient Christian hymnody, cultivation of neo-Latin and pedagogy. Latin will be used in three worship settings. The presentation by Joanna Hensley is intended especially for classical educators and homeschoolers. The conference celebrates Lutheranism's engagement with the church's greatest teachers of the past and to their value for the propagation of the faith to present and future generations. For more information, see the conference website.

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