Women Pioneers In Continental European Methodism 1869 1939

Despite the fact that women are often mentioned as having played instrumental roles in the establishment of Methodism on the Continent of Europe, very little detail concerning the women has ever been provided to add texture to this historical tapestry. This book of essays redresses this by launching a new and wider investigation into the story of pioneering Methodist women in Europe. By bringing to light an alternative set of historical narratives, this edited volume gives voice to a broad range of religious issues and concerns during the critical period in European history between 1869 and 1939. Covering a range of nations in Continental Europe, some important interpretive themes are suggested, such as the capacity of women to network, their ability to engage in God’s work, and their skill at navigating difficult cultural boundaries. This ground breaking study will be of significant interest to scholars of Methodism, but also to students and academics working in history, religious studies, and gender.

This book explores the development and activity of the Methodist Church in Poland, focusing on the political conditions under which it functioned after 1945. In particular it considers the role of party and state power, and the nature and impact of religious policy towards the Church. The chapters touch on organizational issues, missionary activity, and key figures in the recent history of the Church. Drawing on more than 20 years of research on Polish Methodism and the increasing availability of archival material, this volume will be of interest to scholars of religion, politics and history.

Sanctification is a central theme in the theology of both John and Charles Wesley. However, while John’s theology of sanctification has received much scholarly attention, significantly less has been paid to Charles’ views on the subject. This book redresses this imbalance by using Charles’ many poetic texts as a window into his rich theological thought on sanctification, particularly uncovering the role of resignation in the development of his views on this key doctrine. In this analysis of Charles’ theology of sanctification, the centrality he accorded to resignation is uncovered to show a positive attribute involving acts of intention, desire and offering to God. The book begins by putting Charles’ position in the context of contemporary theology, and then shows how he differed in attitude from his brother John. It then discusses in depth how his hymns use the concept of resignation, both in relation to Jesus Christ and the believer. It concludes this analysis by identifying the ways in which Charles understood the relationship between resignation and sanctification; namely, that resignation is a lens through which Charles views holiness. The final chapter considers the implications of these conclusions for a twenty-first century theological and spiritual context, and asks whether resignation is still a concept which can be used today. This book breaks new ground in the understanding of Charles Wesley’s personal theology. As such, it will be of significant interest to scholars of Methodism and the Wesleys as well as those working in theology, spirituality, and the history of religion.

When approaching the most public disagreement over predestination in the eighteenth century, the ‘Free Grace’ controversy between John Wesley and George Whitefield, the tendency can be to simply review the event as a row over the same old issues. This assumption pervades much of the scholarly literature that deals with early Methodism. Moreover, much of that same literature addresses the dispute from John Wesley’s vantage point, often harbouring a bias towards his Evangelical Arminianism. Yet the question must be asked: was there more to the ‘Free Grace’ controversy than a simple rehashing of old arguments? This book answers this complex question by setting out the definitive account of the ‘Free Grace’ controversy in first decade of the Evangelical Revival (1739-49). Centred around the key players in the fracas, John Wesley and George Whitefield, it is a close analysis of the way in which the doctrine of predestination was instrumental in differentiating the early Methodist societies from one another. It recounts the controversy through the lens of doctrinal analysis and from two distinct perspectives: the propositional content of a given doctrine and how that doctrine exerts formative pressure upon the assenting individual(s). What emerges from this study is a clearer picture of the formative years of early Methodism and the vital role that doctrinal pronouncement played in giving a shape to early Methodist identity. It will, therefore, be of great interest to scholars of Methodism, Evangelicalism, Theology and Church History.

The first reference work to provide an integrated and authoritative body of information about the political, cultural and economic contexts of postcolonial literatures that have their provenance in the major European Empires of Belgium, Denmark, France, G

The Salvation Army has now been around for more than one hundred and fifty years, having celebrated its sesquicentennial in 2015 with an International Congress in London. Over the years both the Army and the world in which it appeared have changed beyond recognition. This is a good time for the movement to stop and look back—not just to celebrate, but to see where it is today. The Army has not evolved in isolation from the world. Bringing its own history with it, it nevertheless belongs to the twenty-first century world as much as William Booth’s little East End Mission belonged to nineteenth-century London. This book attempts to explore the interaction between mission and world as it has impacted the Army’s beliefs and practices as well as the place it now occupies in the wider world. This critical and analytical study may also be of interest to those beyond the Army’s ranks who would like to learn more about this remarkable organization.

This is the Final Report of Canada's Truth and Reconciliation Commission and its six-year investigation of the residential school system for Aboriginal youth and the legacy of these schools. This report, the summary volume, includes the history of residential schools, the legacy of that school system, and the full text of the Commission's 94 recommendations for action to address that legacy. This report lays bare a part of Canada's history that until recently was little-known to most non-Aboriginal Canadians. The Commission discusses the logic of the colonization of Canada's territories, and why and how policy and practice developed to end the existence of distinct societies of Aboriginal peoples. Using brief excerpts from the powerful testimony heard from Survivors, this report documents the residential school system which forced children into institutions where they were forbidden to speak their language, required to discard their clothing in favour of institutional wear, given inadequate food, housed in inferior and fire-prone buildings, required to work when they should have been studying, and subjected to emotional, psychological and often physical abuse. In this setting, cruel punishments were all too common, as was sexual abuse. More than 30,000 Survivors have been compensated financially by the Government of Canada for their experiences in residential schools, but the legacy of this experience is ongoing today. This report explains the links to high rates of Aboriginal children being taken from their families, abuse of drugs and alcohol, and high rates of suicide. The report documents the drastic decline in the presence of Aboriginal languages, even as Survivors and others work to maintain their distinctive cultures, traditions, and governance. The report offers 94 calls to action on the part of governments, churches, public institutions and non-Aboriginal Canadians as a path to meaningful reconciliation of Canada today with Aboriginal citizens. Even though the historical experience of residential schools constituted an act of cultural genocide by Canadian government authorities, the United Nation's declaration of the rights of aboriginal peoples and the specific recommendations of the Commission offer a path to move from apology for these events to true reconciliation that can be embraced by all Canadians.

Between 1867 and 2000, the Canadian government sent over 150,000 Aboriginal children to residential schools across the country. Government officials and missionaries agreed that in order to “civilize and Christianize" Aboriginal children, it was necessary to separate them from their parents and their home communities. For children, life in these schools was lonely and alien. Discipline was harsh, and daily life was highly regimented. Aboriginal languages and cultures were denigrated and suppressed. Education and technical training too often gave way to the drudgery of doing the chores necessary to make the schools self-sustaining. Child neglect was institutionalized, and the lack of supervision created situations where students were prey to sexual and physical abusers. Legal action by the schools’ former students led to the creation of the Truth and Reconciliation Commission of Canada in 2008. The product of over six years of research, the Commission’s final report outlines the history and legacy of the schools, and charts a pathway towards reconciliation. Canada’s Residential Schools: Reconciliation documents the complexities, challenges, and possibilities of reconciliation by presenting the findings of public testimonies from residential school Survivors and others who participated in the TRC’s national events and community hearings. For many Aboriginal people, reconciliation is foremost about healing families and communities, and revitalizing Indigenous cultures, languages, spirituality, laws, and governance systems. For governments, building a respectful relationship involves dismantling a centuries-old political and bureaucratic culture in which, all too often, policies and programs are still based on failed notions of assimilation. For churches, demonstrating long-term commitment to reconciliation requires atoning for harmful actions in the residential schools, respecting Indigenous spirituality, and supporting Indigenous peoples’ struggles for justice and equity. Schools must teach Canadian history in ways that foster mutual respect, empathy, and engagement. All Canadian children and youth deserve to know what happened in the residential schools and to appreciate the rich history and collective knowledge of Indigenous peoples. This volume also emphasizes the important role of public memory in the reconciliation process, as well as the role of Canadian society, including the corporate and non-profit sectors, the media, and the sports community in reconciliation. The Commission urges Canada to adopt the United Nations Declaration on the Rights of Indigenous Peoples as a framework for reconciliation. While Aboriginal peoples are victims of violence and discrimination, they are also holders of Treaty, Aboriginal, and human rights and have a critical role to play in reconciliation. All Canadians must understand how traditional First Nations, Inuit, and Métis approaches to resolving conflict, repairing harm, and restoring relationships can inform the reconciliation process. The TRC’s calls to action identify the concrete steps that must be taken to ensure that our children and grandchildren can live together in dignity, peace, and prosperity on these lands we now share.Between 1867 and 2000, the Canadian government sent over 150,000 Aboriginal children to residential schools across the country. Government officials and missionaries agreed that in order to “civilize and Christianize" Aboriginal children, it was necessary to separate them from their parents and their home communities. For children, life in these schools was lonely and alien. Discipline was harsh, and daily life was highly regimented. Aboriginal languages and cultures were denigrated and suppressed. Education and technical training too often gave way to the drudgery of doing the chores necessary to make the schools self-sustaining. Child neglect was institutionalized, and the lack of supervision created situations where students were prey to sexual and physical abusers. Legal action by the schools’ former students led to the creation of the Truth and Reconciliation Commission of Canada in 2008. The product of over six years of research, the Commission’s final report outlines the history and legacy of the schools, and charts a pathway towards reconciliation. Canada’s Residential Schools: Reconciliation documents the complexities, challenges, and possibilities of reconciliation by presenting the findings of public testimonies from residential school Survivors and others who participated in the TRC’s national events and community hearings. For many Aboriginal people, reconciliation is foremost about healing families and communities, and revitalizing Indigenous cultures, languages, spirituality, laws, and governance systems. For governments, building a respectful relationship involves dismantling a centuries-old political and bureaucratic culture in which, all too often, policies and programs are still based on failed notions of assimilation. For churches, demonstrating long-term commitment to reconciliation requires atoning for harmful actions in the residential schools, respecting Indigenous spirituality, and supporting Indigenous peoples’ struggles for justice and equity. Schools must teach Canadian history in ways that foster mutual respect, empathy, and engagement. All Canadian children and youth deserve to know what happened in the residential schools and to appreciate the rich history and collective knowledge of Indigenous peoples. This volume also emphasizes the important role of public memory in the reconciliation process, as well as the role of Canadian society, including the corporate and non-profit sectors, the media, and the sports community in reconciliation. The Commission urges Canada to adopt the United Nations Declaration on the Rights of Indigenous Peoples as a framework for reconciliation. While Aboriginal peoples are victims of violence and discrimination, they are also holders of Treaty, Aboriginal, and human rights and have a critical role to play in reconciliation. All Canadians must understand how traditional First Nations, Inuit, and Métis approaches to resolving conflict, repairing harm, and restoring relationships can inform the reconciliation process. The TRC’s calls to action identify the concrete steps that must be taken to ensure that our children and grandchildren can live together in dignity, peace, and prosperity on these lands we now share.