Carrying On The Great Tradition

The rich history of the church is built on the shoulders not only of men, but also on countless women, most of whose stories are rarely told. The lives of such women testify to the power of the gospel to shatter the barriers that divide us by gender, socioeconomic status, and ethnicity. In Carrying On the Great Tradition, you will meet six heroic women. Their stories represent only a miniscule portion of the cloud of witnesses that surrounds us—women and men who have answered God’s call no matter the cost.

The rise of modernity, especially the European Enlightenment and its aftermath, has negatively impacted the way we understand the nature and interpretation of Christian Scripture. In this introduction to biblical interpretation, Craig Carter evaluates the problems of post-Enlightenment hermeneutics and offers an alternative approach: exegesis in harmony with the Great Tradition. Carter argues for the validity of patristic christological exegesis, showing that we must recover the Nicene theological tradition as the context for contemporary exegesis, and seeks to root both the nature and interpretation of Scripture firmly in trinitarian orthodoxy.

Frustrated with the continuing educational crisis of our time, concerned parents, teachers, and students sense that true reform requires more than innovative classroom technology, standardized tests, or skills training. An older tradition—the Great Tradition—of education in the West is waiting to be heard. Since antiquity, the Great Tradition has defined education first and foremost as the hard work of rightly ordering the human soul, helping it to love what it ought to love, and helping it to know itself and its maker. In the classical and Christian tradition, the formation of the soul in wisdom, virtue, and eloquence took precedence over all else, including instrumental training aimed at the inculcation of "useful" knowledge. Edited by historian Richard Gamble, this anthology reconstructs a centuries-long conversation about the goals, conditions, and ultimate value of true education. Spanning more than two millennia, from the ancient Greeks to contemporary writers, it includes substantial excerpts from more than sixty seminal writings on education. Represented here are the wisdom and insight of such figures as Xenophon, Plato, Aristotle, Seneca, Cicero, Basil, Augustine, Hugh of St. Victor, Bonaventure, Thomas Aquinas, Martin Luther, John Calvin, Erasmus, Edmund Burke, John Henry Newman, Thomas Arnold, Albert Jay Nock, Dorothy Sayers, C. S. Lewis, and Eric Voegelin. In an unbroken chain of giving and receiving, The Great Tradition embraced the accumulated wisdom of the past and understood education as the initiation of students into a body of truth. This unique collection is designed to help parents, students, and teachers reconnect with this noble legacy, to articulate a coherent defense of the liberal arts tradition, and to do battle with the modern utilitarians and vocationalists who dominate educational theory and practice.

This textbook provides complete and comprehensive coverage of the theological tradition of Aquinas, Maximus, Luther, Irenaeus, Lonergan, von Balthasar, Schmemann, Meyendorf and Barth. Each section of this textbook explores a wide variety of questions – who are we? Is there a God, and if so, what is his nature? Who is Jesus? What does it mean that we live both in sin and righteousness? It consists of 15 modules that are comprised of 46 chapters. Each module has two parts: there are systematic chapters that discuss and explain each module's topic; and the final chapter of each module examines 4 to 6 primary sources that are important for each topic. This textbook includes an extensive range of pedagogical features: - Sample tests in which each objective question has been quality tested by classroom use (with a discrimination index) - A discussion guide for each chapter - Learning objectives linked to each chapter - The text includes bold-faced terms, boxed text sections that identify central figures and points of debate, study question, chapter summaries, glossary

This book focuses on reinterpreting mythical China from the perspective of the cultural theory of big tradition. It is divided into two parts: the first explains the theoretical development and features of the Chinese version of big tradition, identifying the differences between the Eastern and Western cultural traditions (big tradition and great tradition). The second part then reinterprets the core values and mythical ideas of Chinese civilization and traditional culture from the perspective of big tradition. Moving beyond the small tradition of text centrism and using new methods and materials, the book reveals the original meaning and the cultural coding function of big tradition during the preliterate period. Drawing on integrated evidence from literature handed down from ancient times, oral and intangible cultural heritage, tangible culture, cross-cultures, image culture and unearthed documents, the book interprets Chinese cultural traditions and spiritual values from local, archaeological, experiential and survival perspectives, to help readers better understand the mythical codes and genes of early Chinese culture.

At a recent conference entitled Ancient Wisdom-Anglican Futures, theologians from across the denominational spectrum considered the question, What does it mean to inhabit the 'Great Tradition' authentically? As an expression of what C. S. Lewis called Deep Church, Anglicanism offers a test case of Tradition with a capital T in late modernity. Of particular interest is the highly dynamic transmission that has preserved a recognizable Anglican Way over the centuries. The process has been enlivened through constant negotiation and exchange with surprising convergences that have brought new life and direction. The contributors to this volume show how profitable and commodious (as Richard Hooker has said) the Great Tradition can be innurturing the worship, communal life, and mission of the Church. But it often demonstrates how hard it is to uphold the varied integrities of historic faith in the contemporary marketplace of religion and, especially, among evangelicals who continueto follow the Canterbury Trail.

This user-friendly guide will equip Christian students to apply their faith in various academic fields and make the most of their education.

Robert Redfield is remembered today primarily as an anthropologist, but during his lifetime Redfield's cross-disciplinary activity reflected a strong interest in infusing anthropological practice with sociological theory. Like a handful of other anthropologists, including A.R. Radcliffe-Brown and Bronislaw Malinowski, who shared his interests during the 1920s through 1930s, his works came to define a new subfield known as social anthropology.Redfield was distinct in being one of the first Americans to devote himself seriously to social anthropology, a field dominated initially by British scholars. He spent his career at the University of Chicago, and his anthropology bore the distinct mark of sociology as developed and practiced at that institution. Indeed, Redfield played a major role in defining what has been called the second Chicago school of sociology. This volume brings together Redfield's most important contributions to social anthropology.During the 1920s, sociology and anthropology constituted a single department at the University of Chicago. Although most students concentrated on sociology or anthropology, Redfield chose to pursue both fields with equal intensity. He adopted as his central interest the leading problematic of the 1920s: the study of social change. Chicago School sociologists approached social change by examining zones of rapid transition within the city, for example, areas populated by recently-arrived immigrants, with the goal of elucidating general principles or dynamics of social transition.Redfield's work can be seen as falling into three distinct theoretical categories: (1) the study of social change or modernization; (2) peasant studies; and (3), the comparative study of civilizations. Drawing from articles, book excerpts, and unpublished papers and letters, this work presents Redfield's central contributions in each of these areas. Seen as a whole, this volume traces Redfield's seminal contributions to the early development of mo